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By the end of this session, learners should be able to name and identify all bones of the hand; arrange and construct an anatomically correct bony model of the hand; build functional phalangeal flexor and extensor tendon complexes onto a bony hand model; describe the mechanism of injury, exam findings, and management of the tendon injuries Jersey finger, Mallet finger, and central slip rupture; draw/recreate injury patterns on a bony hand model; and describe the mechanism of injury, exam findings, imaging findings, and management of scapholunate dissociation, perilunate dislocation and lunate dislocation, Bennett’s fracture, Rolando fracture, Boxer’s fracture and scaphoid.
After completing this activity, the learner will be able to: 1) correctly describe the indications for and contraindications to emergency cricothyrotomy; 2) correctly describe and identify on the simulator the anatomic landmarks involved in emergency cricothyrotomy; 3) correctly list the required equipment and the sequence of the steps for the “standard” and “minimalist” variations of the procedure; 4) demonstrate proper technique when performing a cricothyrotomy on the simulator without prompts or pauses.
At the end of this session, learners will be able to: recognize and identify various orthopedic injuries on plain film images, describe the mechanism of injury of the various orthopedic injuries, describe the physical examination findings seen in various orthopedic injuries, recall associated injuries and at-risk anatomic structures associated with various orthopedic injuries, and describe the emergency department management of various orthopedic injuries.
We aim to teach the presentation and management of cardiovascular emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
Approach to Geriatric Emergency Medicine: A Flipped Classroom Group Learning Exercise for Undergraduate Medical TraineesDOI: https://doi.org/10.21980/J8GH03
At the end of the module, learners should be able to: 1) recognize that many benign-seeming presentations, including restricting fatigue and cognitive decline, can have serious and life-threatening causes, 2) describe the importance of screening for delirium in older ED patients, 3) identify situations in which vital signs can be misleading in older adults and know strategies to further investigate such data, and 4) recognize that older adults can rapidly develop delirium in the ED and be able to apply strategies to reduce risk of delirium.
The main objective is to implement a system to use available resources of the Stop the Bleed campaign to widely educate members of the university community in the utilization of multiple compression techniques including direct pressure, tourniquet application, and wound packing. Additional course objectives include using the Stop the Bleedsm campaign to teach participants how to fit into the emergency response team as the immediate responder and the identification of life-threatening bleeding.
Utilizing the Flipped Classroom, Simulation-Based Mastery Learning and Group Learning to Teach and Evaluate Lumbar Puncture SkillsDOI: https://doi.org/10.21980/J8RW58
The goal of the curriculum is to teach and evaluate senior medical students / emergency medicine residents on the performance of a lumbar puncture using a group learning protocol. At the completion of the training session, learners should be able to: 1) Demonstrate how to perform a LP on an adult patient by achieving the minimum passing standard on the checklist, 2) state the indications and contraindications of performing a LP, and 3) state th