Archives

Utilization of an Asynchronous Online Learning Module Followed by Simulated Scenario to Train Emergency Medicine Residents in Mass-Casualty Triage

Justin P Delgado, DO*, Douglas Spencer, DO* and Leah M Bralow, MD*^

DOI: https://doi.org/10.21980/J89S7Z Issue 9:3[mrp_rating_result]
The purpose of this session is to train EM residents in the use of the Simple Triage and Rapid Treatment (START) and pediatric JumpSTART algorithms for triage in mass casualty incidents (MCIs) using an asynchronous model. By the end of this small group session, learners will be able to: 1) describe START triage for adult MCI victims; 2) describe JumpSTART triage for pediatric MCI victims; 3) demonstrate the ability to apply the START and JumpSTART triage algorithms in a self-directed learning environment; 4) demonstrate the ability to apply the START and JumpSTART triage algorithms in a simulated mass casualty scenario under time constraints; and 5) demonstrate appropriate use of acute life-saving interventions as dictated by the START and JumpSTART triage algorithms in a high-pressure simulated environment.
EMSSmall Group Learning

Development and Design of a Pediatric Case-Based Virtual Escape Room on Organophosphate Toxicity

Kaitlyn Boggs, MD*, Manu Madhok, MD, MPH^ and Tania Ahluwalia, MD, MPH†**

DOI: https://doi.org/10.21980/J8DH1V Issue 9:3[mrp_rating_result]
By the end of the activity, learners should be able to: 1) recognize risk factors, symptoms, and presentation for organophosphate poisoning; 2) understand the radiologic and laboratory findings in organophosphate poisoning; 3) distinguish and differentiate electrocardiogram findings in common toxic ingestions; 4) explain the pathophysiology of organophosphate poisoning; 5) understand the importance of decontamination of the patient and personal protective equipment for staff for organophosphate poisoning; 6) describe the airway management of organophosphate poisoning; 7) describe the medical management of organophosphate poisoning, including antidotes and the correct dosing and 8) demonstrate teamwork through communication and collaboration.
Small Group LearningToxicology

First Aid Curriculum for Second Year Medical Students

Megan Stodola*, Megan Lantz*, Tina Chen, MD*^, Alexander Marelich, MD,^ and Isaac Philip, MD^

DOI: https://doi.org/10.21980/J8FH2J Issue 9:3[mrp_rating_result]
Small group activities were performed with a focus on case-based scenarios combined with hands-on instruction. The four scenarios were choking, seizure, anaphylaxis, and bleeding which were taught by an educator who was either faculty, an emergency medicine resident, or an upper-level medical student. Facilitators were provided an educational handout specific to their station to guide them through the teaching session. A PowerPoint presentation was also provided complete with supporting images and videos to share with the students each session.
Miscellaneous (stats, etc)Small Group Learning

Little Patients, Big Tasks – A Pediatric Emergency Medicine Escape Room

Jessica Pelletier, DO*, Ernesto Romo, MD*, Bryan Feinstein, MD*, Charles Smith, MD*, Gina Pellerito, CCNRP^ and Alexander Croft, MD*

DOI: https://doi.org/10.21980/J89W70 Issue 8:4[mrp_rating_result]
By the end of this small group exercise, learners will be able to: 1) demonstrate appropriate dosing of pediatric code and resuscitation medications; 2) recognize normal pediatric vital signs by age; 3) demonstrate appropriate use of formulas to calculate pediatric equipment sizes and insertion depths; 4) recognize classic pediatric murmurs; 5) appropriately diagnose congenital cardiac conditions; 6) recognize abnormal pediatric electrocardiograms (ECGs); 7) identify life-threatening pediatric conditions; 8) demonstrate intraosseous line (IO) insertion on a pediatric model; and 9) demonstrate appropriate use of the Neonatal Resuscitation Protocol (NRP®) algorithms.
PediatricsSmall Group Learning

Everyday Water-Related Emergencies: A Didactic Course Expanding Wilderness Medicine Education

Geoffrey B Comp, DO*, Erica Burmood, DO*, Molly Enenbach, DO* and Savannah Seigneur, DO*

DOI: https://doi.org/10.5072/FK2HX1GX76Issue 8:3[mrp_rating_result]
By the end of the session, the learner will be able to: 1) describe the pathophysiology of drowning and shallow water drowning, 2) prevent water emergencies by listing water preparations and precautions to take prior to engaging in activities in and around water, 3) recognize a person at risk of drowning and determine the next best course of action, 4) demonstrate three different methods for in-water c-spine stabilization in the case of a possible cervical injury, 5) evaluate and treat a patient after submersion injury, 6) appropriately place a tourniquet for hemorrhage control, and 7) apply a splint to immobilize skeletal injury.
WildernessSmall Group Learning

Flipping Tickborne Illnesses with Infographics

Daniel Johnson, DO* and Annahieta Kalantari, DO*

DOI: https://doi.org/10.21980/J83H12 Issue 8:2[mrp_rating_result]
After participation in this module, learners will be able to 1) list the causative agents for Lyme Disease, Babesiosis, Tularemia, Ehrlichiosis, Anaplasmosis, Tick Paralysis, Rocky Mountain Spotted Fever, and Powassan Virus, 2) identify different clinical features to distinguish the different presentations of tickborne illnesses, and 3) provide the appropriate treatments for each illness.
Infectious DiseaseSmall Group Learning

Child Maltreatment Education: Utilizing an Escape Room Activity to Engage Learners on a Sensitive Topic

Shelley Brukman, MSN, RN*, Makenzie J Ferguson, BSN, RN*, Kimberly D Zaky, MSN, FNP-C*, Chloe Knudsen-Robbins, MM^ and Theodore W Heyming, MD†

DOI: https://doi.org/10.21980/J84H1C Issue 8:1[mrp_rating_result]
By the end of the escape room, the learner should be able to: 1) understand the national and local prevalence of child maltreatment; 2) understand the different types of child maltreatment and common associated presentations; 3) know the local EMS agency reporting requirements; 4) understand when to make base hospital contact with respect to concern for maltreatment; 5) collaborate effectively as a team.
PediatricsSmall Group LearningTrauma

Use of An Ophthalmology Tutorial to Improve Resident Comfort with the Emergency Eye Exam

Jessica Pelletier, DO*, John Facciani, MD^, Francesca Gines, COA^ and Damon Kuehl, MD*

DOI: https://doi.org/10.21980/J86H0M Issue 7:4[mrp_rating_result]
By the end of this small group didactic, learners will be able to: 1) demonstrate ability to focus on the various components of the slit lamp exam 2) demonstrate understanding of a systematic approach to the eye exam 3) demonstrate appropriate use of the Diaton, iCare, and Tonopen tonometers.
OphthalmologySmall Group Learning

A Novel Module Based Method of Teaching Electrocardiogram Interpretation for Emergency Medicine Residents

Alexandra S Koutsoubis, MD*, Emily Fishbein, MD*, Megan Stobart-Gallagher, DO^, Behzad B Pavri, MD† and Jennifer White, MD^

DOI: https://doi.org/10.21980/J8Z06J Issue 7:4[mrp_rating_result]
After completion of the module learners should be able to: 1) correctly recognize and identify ECG abnormalities including but not limited to abnormal or absent P waves, widened QRS intervals, ST elevations, abnormal QT intervals, and dysrhythmias that can lead to sudden cardiac death; and 2) synthesize findings into a succinct but accurate interpretation of the ECG findings.
Cardiology/VascularSmall Group Learning

Zombie Cruise Ship Virtual Escape Room for POCUS Pulmonary: Scan Your Way Out

Heesun Choi, DO*^, Alisa Wray, MD, MAEd* and Jonathan Smart, MD *

DOI: https://doi.org/10.21980/J8RM0MIssue 7:3[mrp_rating_result]
By the end of performing the Zombie Cruise Ship Virtual Escape Room, learners will be able to: 1) recognize sonographic signs of A-line, B-line, Barcode sign, Bat sign, Seashore Sign, Plankton sign, Jellyfish Sign, Lung point, lung lockets, and Lung pulse; 2) differentiate sonographic findings of pneumothorax, hemothorax, pneumonia, COVID 19 pneumonia, pulmonary edema, and pleural effusion from normal lung findings; 3) distinguish pneumonia from atelectasis by recognizing dynamic air bronchogram; and 4) recognize indications for performing POCUS pulmonary such as dyspnea, blunt trauma, fall, cough and/or heart failure. 
UltrasoundRespiratorySmall Group Learning