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Two-Screen Virtual Board Game Didactic for Teaching Wilderness and Environmental Medicine Topics to Emergency Medicine Residents

Amy L Briggs, MD*, Robert Katzer MD, MBA*, Isabel Algaze Gonzalez, MD* and Megan Boysen-Osborn, MD, MPHE*

DOI: https://doi.org/10.21980/J8J343Issue 6:4 No ratings yet.
By the end of this didactic, the learner will: 1) describe the basics of the presentation of each topic listed above; 2) recall the basics of management of each topic listed above; and 3) improve learners’ preparedness for the Emergency Medicine Inservice Exam and Written Board Examination
Current IssueLecturesWilderness

Approach to the Poisoned Patient

Kennon Heard, MD* and Matthew Zuckerman, MD*

DOI: https://doi.org/10.21980/J8264S Issue 6:1 No ratings yet.
By the end of the lecture, learners should be able to: 1) initiate the evaluation of a poisoned patient, 2) identify key interventions to support airway, breathing, and circulation, 3) identify the three components of risk assessment in the poisoned patient, 4) list the four options for gastric decontamination, and 5) select standard diagnostic labs and tests commonly used in evaluating poisoned patients.
LecturesToxicology

Family Game Show-style Didactic for Teaching Nervous System Disorders during Emergency Medicine Training

Alaina Brinley Rajagopal, MD, PhD*, Gabriel Sudario, MD*, David Weiland, MD* and Megan Boysen Osborn, MD, MHPE*

DOI: https://doi.org/10.21980/J8D357 Issue 5:2 No ratings yet.
By the end of this didactic exercise the learner will: 1) name 13 important neurologic conditions related to emergency medicine: TPA (tissue plasminogen activator) contraindications/TPA eligibility, optic neuritis, botulism, giant cell (temporal) arteritis, viral encephalitis, neurocysticercosis, rabies, myasthenia gravis, neurosyphilis, status epilepticus, Bell’s palsy, dementia vs. delirium, acute inflammatory demyelinating polyneuropathy (Guillain-Barré); 2) recognize five pattern words associated with each neurologic condition; 3) understand exam findings, diagnostic tests, and/or treatments for 13 important neurologic conditions.
Board ReviewNeurology

A Just-in-Time Video Primer on Pneumothorax Pathophysiology and Early Management

Nicholas MacDonald, BA*, Jacob Garcia, BS*, Gregory C Kane, MD^, Xiao Chi Zhang, MD, MS† and Dimitrios Papanagnou, MD, MPH†

DOI: https://doi.org/10.21980/J8891J Issue 5:2 No ratings yet.
By the end of this module, participants should be able to: 1) review the normal physiology of the pleural space; 2) discuss the pathophysiology of pneumothorax; 3) describe the clinical presentation of pneumothorax; 4) identify pneumothorax on a chest radiograph; and 5) review treatment options for pneumothorax.
LecturesRespiratory

A Brief Didactic Intervention to Improve Multiple-Choice Item-Writing Quality

Jonathan S Jones, MD*, Andrew W Phillips, MD, MEd^, Andrew M King, MD†, Molly K Estes, MD**, Lauren W Conlon, MD^^ and Kevin R Scott, MD, MSEd^^

DOI: https://doi.org/10.21980/J81633Issue 3:1 No ratings yet.
The primary objective of this training module is to provide emergency medicine residents and faculty the basic knowledge necessary to write high quality structured single-best answer examination items through a brief, independent study format.
Faculty DevelopmentLectures

ED I-PASS: A Streamlined Version of the I-PASS Patient Handoff Tool for the Emergency Department

Sarah R. Williams, MD*, Jeffrey Chien, MD* and Ryan Ribeira MD*

DOI: https://doi.org/10.21980/J80G8F Issue 2:4 No ratings yet.
The purpose of this presentation is to provide ED providers with a tool that may improve the safety of their patient handoffs. By the end of this presentation, the learner will be able to 1) describe the importance of safe and efficient handoffs, 2) recall each element of the I-PASS mnemonic, and 3) demonstrate an understanding of how it can be feasibly performed in a busy ED setting.
AdministrationLectures

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Megan Boysen-Osborn, MD*, Shannon Toohey, MD*, Michael Gisondi, MD‡, and Margaret Wolff , MD^

DOI: https://doi.org/10.21980/J8RP4TIssue 1:1 5/5 (1)
By the end of this workshop, the learner will: 1) describe eight teaching techniques that encourage active learning during didactic sessions; 2) plan a didactic session using at least one of eight new teaching techniques for didactic instruction
Faculty DevelopmentLecturesTeam Based Learning (TBL)

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Megan Boysen-Osborn, MD*, Margaret Wolff, MD‡, Michael Gisondi, MD^

DOI: https://doi.org/10.21980/J8MW2WIssue 1:1 No ratings yet.
By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.
Faculty DevelopmentLecturesTeam Based Learning (TBL)
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