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The Suicidal Patient in the Emergency Department Team-Based Learning Activity

Caroline Stoddard Astemborski, MD* and Sara Dimeo, MD, MEHP^

DOI: https://doi.org/10.21980/J8892XIssue 8:1 No ratings yet.
By the end of the session, participants will be able to: 1) describe risk factors for suicide; 2) summarize the emergency physician’s role in assessing patients with psychiatric emergencies; 3) assess a patient using a mental status evaluation; 4) identify the criteria for involuntary psychiatric hold placement; 5) develop a safe discharge plan for patients experiencing depression; and 6) Formulate a plan for evaluating a suicidal patient who is acutely intoxicated.
PsychiatryTeam Based Learning (TBL)
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Agitated Psychiatric Patient

Brooke M Pabst, MD*, Cynthia Leung, MD, PhD*, Jennifer A Frey, PhD* and Jennifer Yee, DO*

DOI: https://doi.org/10.21980/J85352 Issue 5:4 No ratings yet.
At the conclusion of the simulation session, learners will be able to: 1) Obtain a relevant focused history and physical examination on the agitated psychiatric patient. 2) Develop a differential for the agitated psychiatric patient, including primary psychiatric conditions and other organic pathologies. 3) Discuss the management of the agitated psychiatric patient, including the different options available for chemical sedation. 4) Prioritize safety of self and staff when caring for an agitated psychiatric patient.
PsychiatrySimulation
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Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

Andrew King, MD*, Sarah Greenberger, MD*, Michael Prats, MD*, Creagh Boulger, MD*, Alyssa Tyransky*, Laura Thompson ,MD*, Nicholas Kman, MD*, Cynthia Leung, MD, PhD*, Jennifer Mitzman, MD*, Michael Barrie, MD*, Sorabh Khandelwal, MD* and Christopher San Miguel, MD*

DOI: https://doi.org/10.21980/J8DP7V Issue 2:3 No ratings yet.
We aim to teach the presentation and management of psychiatric 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.
PsychiatryCurriculaSmall Group Learning
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