Journal of education & teaching in emergency medicine最新文献

{"title":"The Suicidal Patient in the Emergency Department Team-Based Learning Activity.","authors":"Caroline Stoddard Astemborski,&nbsp;Sara Dimeo","doi":"10.21980/J8892X","DOIUrl":"https://doi.org/10.21980/J8892X","url":null,"abstract":"<p><strong>Audience: </strong>Emergency medicine resident physicians, (PGY1-4), medical students rotating in the emergency department.</p><p><strong>Introduction/background: </strong>Emergency physicians have a duty to recognize and provide care for patients who attempt to harm themselves or commit suicide. Mental health-related chief complaints account for 12.5% of emergency department (ED) visits.1 Additionally, patients with depressive symptoms who are discharged from the ED are at the highest risk for suicidal thoughts and behaviors.1 Therefore, evaluating and screening for suicide and determining appropriate dispositions for this patient population is extremely important. This team-based learning (TBL) activity will help prepare residents and medical students to evaluate, recognize, and disposition this at-risk patient population.</p><p><strong>Educational objectives: </strong>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.</p><p><strong>Educational methods: </strong>This team-based learning activity is a classic TBL that includes learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple choice group readiness assessment test (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE).</p><p><strong>Research methods: </strong>A post-TBL survey was provided to each participant. A Likert scale was used for the survey questions to assess the relevance of the session to emergency medicine practice, learner perception of knowledge gained, learner perception of improvement of clinical practice, session engagement, and session delivery.</p><p><strong>Results: </strong>The post-activity evaluation had a response rate of 33% (11/33). Overall, all the participants \"strongly agreed\" (Likert 5/5) or \"agreed\" (Likert 4/5) that the session improved their knowledge of caring for the suicidal patient in the ED with an average score of 4.6/5. All participants \"strongly agreed\" (Likert 5/5) or \"agreed\" (Likert 4/5) that the material presented was relevant to their clinical practice in the ED for an average score of 4.6/5. Constructive feedback included requesting learner responsible content (LRC) be sent earlier than one week prior to the activity.</p><p><strong>Discussion: </strong>Depression and suicidal ideation are common ED complaints. However, it can be difficult to evaluate these patients and select an appropriate disposition because their symptoms can range from benign to life-threatening. The team-based learning (TBL) session allows for discussion of the comple","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"8 1","pages":"T1-T37"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10332773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10194752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case Report of a Tongue-Type Calcaneal Fracture.","authors":"Kylie T Callan,&nbsp;Michael Head,&nbsp;Gregg Pickett,&nbsp;Ronald Rivera","doi":"10.21980/J8NH11","DOIUrl":"https://doi.org/10.21980/J8NH11","url":null,"abstract":"<p><p>Calcaneus fractures make up only 2% of all fractures, and tongue-type calcaneus fractures represent 25-40% of all calcaneus fractures. While rare, tongue-type calcaneus fractures can put the superficial soft tissue at risk for necrosis and other complications, creating a surgical emergency. This case report describes the care of a patient who presented to a remote island critical-access emergency room after a fall from height. He described severe, sharp pain in the heel and was found to have tenting and blanching of the overlying skin near the injury. These findings suggested the soft tissues were at high risk for necrosis if not treated immediately. An X-ray confirmed a tongue-type calcaneus fracture. The patient was splinted in plantar flexion and transported by helicopter to a mainland hospital capable of performing the appropriate surgical reduction. The patient underwent open reduction internal fixation of the calcaneus, relieving pressure on the skin. He tolerated the procedure well, and there were no complications. He was discharged the day after surgery with outpatient follow-up. His case was prolonged and required multiple procedures to ultimately achieve appropriate healing. This case illustrates the importance of recognizing fractures presenting with skin involvement since surgical emergencies require prompt intervention to reduce the risk of serious complications such as open fracture from skin breakdown, poor healing, and a slow return to normal activities. It also emphasizes the importance of advocating for expedient patient care to increase the odds of a good outcome and ensure patients are given high-quality care.</p><p><strong>Topics: </strong>Calcaneus fracture, tongue-type calcaneus fracture, fall from height, axial loading, fracture complications, case report.</p>","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"8 1","pages":"V28-V34"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10332765/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10194755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Case Report of a Tongue-Type Calcaneal Fracture","authors":"Kylie T Callan, Michael J. Head, Gregg Pickett, R. Rivera","doi":"10.5070/m58160089","DOIUrl":"https://doi.org/10.5070/m58160089","url":null,"abstract":"Calcaneus fractures make up only 2% of all fractures, and tongue-type calcaneus fractures represent 25–40% of all calcaneus fractures. While rare, tongue-type calcaneus fractures can put the superficial soft tissue at risk for necrosis and other complications, creating a surgical emergency. This case report describes the care of a patient who presented to a remote island critical-access emergency room after a fall from height. He described severe, sharp pain in the heel and was found to have tenting and blanching of the overlying skin near the injury. These findings suggested the soft tissues were at high risk for necrosis if not treated immediately. An X-ray confirmed a tongue-type calcaneus fracture. The patient was splinted in plantar flexion and transported by helicopter to a mainland hospital capable of performing the appropriate surgical reduction. The patient underwent open reduction internal fixation of the calcaneus, relieving pressure on the skin. He tolerated the procedure well, and there were no complications. He was discharged the day after surgery with outpatient follow-up. His case was prolonged and required multiple procedures to ultimately achieve appropriate healing. This case illustrates the importance of recognizing fractures presenting with skin involvement since surgical emergencies require prompt intervention to reduce the risk of serious complications such as open fracture from skin breakdown, poor healing, and a slow return to normal activities. It also emphasizes the importance of advocating for expedient patient care to increase the odds of a good outcome and ensure patients are given high-quality care. Topics Calcaneus fracture, tongue-type calcaneus fracture, fall from height, axial loading, fracture complications, case report.","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"45 1","pages":"V28 - V34"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82572313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telemedicine Consult for Shortness of Breath Due to Sympathetic Crashing Acute Pulmonary Edema","authors":"Derek Hunt, K. McLendon, C. Johns, Daniel Crane","doi":"10.5070/m58160090","DOIUrl":"https://doi.org/10.5070/m58160090","url":null,"abstract":"Audience This simulation is appropriate for senior and junior emergency medicine residents. Introduction Shortness of breath is a very common presentation in the emergency department and can range from mild to severe as well as a chronic or acute onset. In sympathetic crashing acute pulmonary edema (SCAPE), patients typically present with acute onset of dyspnea occurring within minutes to hours and have significantly elevated blood pressure.1 The condition of SCAPE falls into the spectrum of acute heart failure syndromes such as fluid overload pulmonary edema and congestive heart failure exacerbation.1 Educational Objectives At the completion of the simulation and debriefing, the learner will be able to: 1) recognize the physical exam findings and presentation of SCAPE, 2) utilize imaging and laboratory results to further aid in the diagnosis of SCAPE, 3) initiate treatments necessary for the stabilization of SCAPE, 4) demonstrate the ability to assist with the stabilization and disposition of a patient via tele-medicine as determined by the critical action checklist and assessment tool below, 5) interpret the electrocardiogram (EKG) as atrial fibrillation with rapid ventricular response (AFRVR), and 6) recognize that SCAPE is the underlying cause of AFRVR and continue to treat the former. Educational Methods This simulation was performed using a high-fidelity mannequin. In order to simulate the telemedicine aspect, the learner evaluated the patient using a video conferencing interface while the two confederates were present with the high-fidelity mannequin. A debriefing session was held immediately after the simulation. Research Methods The educational content was evaluated by debriefing and verbal feedback provided immediately after the case. Additionally, a survey was emailed to participants and observers of the case to provide qualitative feedback. Results Post-simulation feedback was overall positive with participants and observers. Participants and observers felt this was a safe and realistic simulation of SCAPE and provided them with the opportunity to practice rapid recognition and treatment of this condition. Discussion Sympathetic crashing acute pulmonary edema falls into the spectrum of acute heart failure disorders, and rapid recognition and stabilization is vital for the patient’s survival. This simulation case provided learners of all levels the chance to assess and treat a life-threatening condition with limited information in a safe and effective learning environment. The telemedicine component was used while conducting weekly didactics via zoom during the COVID-19 pandemic. Simulation is a large component of our didactic curriculum and implementing the telemedicine component into this case was worth the effort. It is important to familiarize our residents with telemedicine since we expect that it will become a larger part of the practice of emergency medicine in the future, allowing board-certified emergency medicine physicians t","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"15 1","pages":"S1 - S24"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82131700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Maltreatment Education: Utilizing an Escape Room Activity to Engage Learners on a Sensitive Topic","authors":"Shelley Brukman, Makenzie Ferguson, Kim Zaky, C. Knudsen-Robbins, T. Heyming","doi":"10.5070/m58160094","DOIUrl":"https://doi.org/10.5070/m58160094","url":null,"abstract":"Audience Emergency medical service (EMS) providers and other health care professionals. Introduction In 2019 alone, 656,000 children in the United States were victims of child abuse and neglect.1 The medical community has historically struggled with the identification of child maltreatment. In one study, 33% of abused children had a previous visit with a medical provider in which the abuse was found to have been missed.2 Many voices in the healthcare community have advocated for the implementation of routine screening, and studies have demonstrated the implementation of such screening in the emergency department (ED) increases the detection of child maltreatment.3–7 Child maltreatment screening tools are increasingly utilized in primary care and ED settings, but one has yet to be adapted or designed for universal use by emergency medical services (EMS) professionals in the prehospital care context. Because EMS providers are uniquely positioned to assess for maltreatment, they have traditionally been the only provider to interact with families in the home environment. Unfortunately, EMS rates of documentation of maltreatment is quite low. A recent study using the National Emergency Medical Services Information System database to evaluate EMS documentation of child maltreatment in patients ≤3 years of age compared to the national incidence of known maltreatment found an almost 15-fold discrepancy.8 There have been several attempts to elucidate the difficulties of and barriers to reporting by EMS providers. Markenson et al and Tiyyagura et al outlined several areas that potentially contribute to a lack of reporting: minimal continuing medical education (CME) on child maltreatment, knowledge of physical and historical details suspicious for abuse, knowledge of child development, limited clinical evaluation time in a fast-paced work environment, understanding of how to appropriately interact with families, and fear of being wrong.9,10 This class/escape room activity was developed to directly address several of these areas. Emergency medical service providers participate in traditional didactics (in the form of a short lecture), followed by an escape room activity in which they further explore and reinforce learning in a fun and memorable environment. This activity also promotes teamwork, an especially important skill in potentially complex and difficult situations such as those surrounding suspected child maltreatment. Educational Objectives 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. Educational Methods Child maltreatment can be a sensitive and challenging topic. In this class, we presented le","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"15 1","pages":"SG1 - SG21"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73026306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acute Chest Syndrome","authors":"Patrick G Meloy, Daniel R Rutz, Amit Bhambri","doi":"10.5070/m58160093","DOIUrl":"https://doi.org/10.5070/m58160093","url":null,"abstract":"Audience Emergency medicine residents and medical students on emergency medicine rotations Introduction Acute chest syndrome is a life-threatening, potentially catastrophic complication of sickle cell disease.1,2 It occurs in approximately 50% of patients with sickle cell disease, with up to 13% all-cause mortality.1 Most common in children aged 2–4, up to 80% of patients with a prior diagnosis of acute chest syndrome will have recurrence of this syndrome.4 Diagnostic criteria include a new infiltrate on pulmonary imaging combined with any of the following: fever > 38.5°C (101.3°F), cough, wheezing, hypoxemia (PaO2 < 60 mm Hg), tachypnea, or chest pain.4,5 The pathophysiology of acute chest syndrome involves vaso-occlusion in pulmonary vessels resulting in hypoxia, release of inflammatory mediators, acidosis, and infarction of lung tissue. The most common precipitants are infections (viral or bacterial), rib infarction, and fat emboli.1,2,4 Patients commonly present with fever, dyspnea, cough, chills, chest pain, or hemoptysis. Diagnosis is made through physical exam, blood work, and chest imaging.1,2 Chest radiograph is considered the gold standard for imaging modality.3 Management of acute chest syndrome includes hydration with IV crystalloid solutions, antibiotics, judicious analgesia, oxygen, and, in severe cases, transfusion.6 Emergency medicine practitioners should keep acute chest syndrome as a cannot miss, high consequence differential diagnosis for all patients with sickle cell disease presenting to the Emergency Department. Educational Objectives At the end of this oral board session, examinees will: 1) demonstrate the ability to obtain a complete medical history; 2) demonstrate the ability to perform a detailed physical examination in a patient with respiratory distress; 3) identify a patient with respiratory distress and hypoxia and manage appropriately (administer oxygen, place patient on monitor); 4) investigate the broad differential diagnoses which include acute chest syndrome, pneumonia, acute coronary syndrome, acute congestive heart failure, acute aortic dissection and acute pulmonary embolism; 5) list the appropriate laboratory and imaging studies to differentiate acute chest syndrome from other diagnoses (complete blood count, comprehensive metabolic panel, brain natriuretic peptide (BNP), lactic acid, procalcitonin, EKG, troponin level, d-dimer, chest radiograph); 6) identify a patient with acute chest syndrome and manage appropriately (administer intravenous pain medications, administer antibiotics after obtaining blood cultures, emergent consultation with hematology) and 7) provide appropriate disposition to the intensive care unit after consultation with hematology. Educational Methods This case is used as a method to assess learners’ ability to rapidly assess a patient in respiratory distress. The learner needs to address a limited differential diagnosis list while simultaneously stabilizing and treating the patient. The","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"123 1","pages":"O1 - O23"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75801354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Suicidal Patient in the Emergency Department Team-Based Learning Activity","authors":"C. Astemborski, S. Dimeo","doi":"10.5070/m58160092","DOIUrl":"https://doi.org/10.5070/m58160092","url":null,"abstract":"Audience Emergency medicine resident physicians, (PGY1-4), medical students rotating in the emergency department Introduction/Background Emergency physicians have a duty to recognize and provide care for patients who attempt to harm themselves or commit suicide. Mental health-related chief complaints account for 12.5% of emergency department (ED) visits.1 Additionally, patients with depressive symptoms who are discharged from the ED are at the highest risk for suicidal thoughts and behaviors.1 Therefore, evaluating and screening for suicide and determining appropriate dispositions for this patient population is extremely important. This team-based learning (TBL) activity will help prepare residents and medical students to evaluate, recognize, and disposition this at-risk patient population. Educational Objectives 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. Educational Methods This team-based learning activity is a classic TBL that includes learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple choice group readiness assessment test (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE). Research Methods A post-TBL survey was provided to each participant. A Likert scale was used for the survey questions to assess the relevance of the session to emergency medicine practice, learner perception of knowledge gained, learner perception of improvement of clinical practice, session engagement, and session delivery. Results The post-activity evaluation had a response rate of 33% (11/33). Overall, all the participants “strongly agreed” (Likert 5/5) or “agreed” (Likert 4/5) that the session improved their knowledge of caring for the suicidal patient in the ED with an average score of 4.6/5. All participants “strongly agreed” (Likert 5/5) or “agreed” (Likert 4/5) that the material presented was relevant to their clinical practice in the ED for an average score of 4.6/5. Constructive feedback included requesting learner responsible content (LRC) be sent earlier than one week prior to the activity. Discussion Depression and suicidal ideation are common ED complaints. However, it can be difficult to evaluate these patients and select an appropriate disposition because their symptoms can range from benign to life-threatening. The team-based learning (TBL) session allows for discussion of the complexities of the depressed and suicidal patient. Learners found this TBL to be beneficial in providing a diagnostic pathway and treatment algorithm to manage these compl","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"37 1","pages":"T1 - T37"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87522856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telemedicine Consult for Shortness of Breath Due to Sympathetic Crashing Acute Pulmonary Edema.","authors":"Derek Jacob Carver Hunt,&nbsp;Kevin McLendon,&nbsp;Carl Johns,&nbsp;Daniel Crane","doi":"10.21980/J8HS86","DOIUrl":"https://doi.org/10.21980/J8HS86","url":null,"abstract":"<p><strong>Audience: </strong>This simulation is appropriate for senior and junior emergency medicine residents.</p><p><strong>Introduction: </strong>Shortness of breath is a very common presentation in the emergency department and can range from mild to severe as well as a chronic or acute onset. In sympathetic crashing acute pulmonary edema (SCAPE), patients typically present with acute onset of dyspnea occurring within minutes to hours and have significantly elevated blood pressure.1 The condition of SCAPE falls into the spectrum of acute heart failure syndromes such as fluid overload pulmonary edema and congestive heart failure exacerbation.1.</p><p><strong>Educational objectives: </strong>At the completion of the simulation and debriefing, the learner will be able to: 1) recognize the physical exam findings and presentation of SCAPE, 2) utilize imaging and laboratory results to further aid in the diagnosis of SCAPE, 3) initiate treatments necessary for the stabilization of SCAPE, 4) demonstrate the ability to assist with the stabilization and disposition of a patient via tele-medicine as determined by the critical action checklist and assessment tool below, 5) interpret the electrocardiogram (EKG) as atrial fibrillation with rapid ventricular response (AFRVR), and 6) recognize that SCAPE is the underlying cause of AFRVR and continue to treat the former.</p><p><strong>Educational methods: </strong>This simulation was performed using a high-fidelity mannequin. In order to simulate the telemedicine aspect, the learner evaluated the patient using a video conferencing interface while the two confederates were present with the high-fidelity mannequin. A debriefing session was held immediately after the simulation.</p><p><strong>Research methods: </strong>The educational content was evaluated by debriefing and verbal feedback provided immediately after the case. Additionally, a survey was emailed to participants and observers of the case to provide qualitative feedback.</p><p><strong>Results: </strong>Post-simulation feedback was overall positive with participants and observers. Participants and observers felt this was a safe and realistic simulation of SCAPE and provided them with the opportunity to practice rapid recognition and treatment of this condition.</p><p><strong>Discussion: </strong>Sympathetic crashing acute pulmonary edema falls into the spectrum of acute heart failure disorders, and rapid recognition and stabilization is vital for the patient's survival. This simulation case provided learners of all levels the chance to assess and treat a life-threatening condition with limited information in a safe and effective learning environment. The telemedicine component was used while conducting weekly didactics via zoom during the COVID-19 pandemic. Simulation is a large component of our didactic curriculum and implementing the telemedicine component into this case was worth the effort. It is important to familiarize our residents with teleme","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"8 1","pages":"S1-S24"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10332770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9891620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acute Chest Syndrome.","authors":"Patrick Meloy,&nbsp;Daniel R Rutz,&nbsp;Amit Bhambri","doi":"10.21980/J80S8J","DOIUrl":"https://doi.org/10.21980/J80S8J","url":null,"abstract":"<p><strong>Audience: </strong>Emergency medicine residents and medical students on emergency medicine rotations.</p><p><strong>Introduction: </strong>Acute chest syndrome is a life-threatening, potentially catastrophic complication of sickle cell disease.1,2 It occurs in approximately 50% of patients with sickle cell disease, with up to 13% all-cause mortality.1 Most common in children aged 2-4, up to 80% of patients with a prior diagnosis of acute chest syndrome will have recurrence of this syndrome.4 Diagnostic criteria include a new infiltrate on pulmonary imaging combined with any of the following: fever > 38.5°C (101.3°F), cough, wheezing, hypoxemia (PaO2 < 60 mm Hg), tachypnea, or chest pain.4,5 The pathophysiology of acute chest syndrome involves vaso-occlusion in pulmonary vessels resulting in hypoxia, release of inflammatory mediators, acidosis, and infarction of lung tissue. The most common precipitants are infections (viral or bacterial), rib infarction, and fat emboli.1,2,4 Patients commonly present with fever, dyspnea, cough, chills, chest pain, or hemoptysis. Diagnosis is made through physical exam, blood work, and chest imaging.1,2 Chest radiograph is considered the gold standard for imaging modality.3 Management of acute chest syndrome includes hydration with IV crystalloid solutions, antibiotics, judicious analgesia, oxygen, and, in severe cases, transfusion.6 Emergency medicine practitioners should keep acute chest syndrome as a cannot miss, high consequence differential diagnosis for all patients with sickle cell disease presenting to the Emergency Department.</p><p><strong>Educational objectives: </strong>At the end of this oral board session, examinees will: 1) demonstrate the ability to obtain a complete medical history; 2) demonstrate the ability to perform a detailed physical examination in a patient with respiratory distress; 3) identify a patient with respiratory distress and hypoxia and manage appropriately (administer oxygen, place patient on monitor); 4) investigate the broad differential diagnoses which include acute chest syndrome, pneumonia, acute coronary syndrome, acute congestive heart failure, acute aortic dissection and acute pulmonary embolism; 5) list the appropriate laboratory and imaging studies to differentiate acute chest syndrome from other diagnoses (complete blood count, comprehensive metabolic panel, brain natriuretic peptide (BNP), lactic acid, procalcitonin, EKG, troponin level, d-dimer, chest radiograph); 6) identify a patient with acute chest syndrome and manage appropriately (administer intravenous pain medications, administer antibiotics after obtaining blood cultures, emergent consultation with hematology) and 7) provide appropriate disposition to the intensive care unit after consultation with hematology.</p><p><strong>Educational methods: </strong>This case is used as a method to assess learners' ability to rapidly assess a patient in respiratory distress. The learner needs to address a limi","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"8 1","pages":"O1-O23"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10332774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10194757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Maltreatment Education: Utilizing an Escape Room Activity to Engage Learners on a Sensitive Topic.","authors":"Shelley Brukman,&nbsp;Makenzie J Ferguson,&nbsp;Kimberly D Zaky,&nbsp;Chloe Knudsen-Robbins,&nbsp;Theodore W Heyming","doi":"10.21980/J84H1C","DOIUrl":"https://doi.org/10.21980/J84H1C","url":null,"abstract":"<p><strong>Audience: </strong>Emergency medical service (EMS) providers and other health care professionals.</p><p><strong>Introduction: </strong>In 2019 alone, 656,000 children in the United States were victims of child abuse and neglect.1 The medical community has historically struggled with the identification of child maltreatment. In one study, 33% of abused children had a previous visit with a medical provider in which the abuse was found to have been missed.2 Many voices in the healthcare community have advocated for the implementation of routine screening, and studies have demonstrated the implementation of such screening in the emergency department (ED) increases the detection of child maltreatment.3-7 Child maltreatment screening tools are increasingly utilized in primary care and ED settings, but one has yet to be adapted or designed for universal use by emergency medical services (EMS) professionals in the prehospital care context. Because EMS providers are uniquely positioned to assess for maltreatment, they have traditionally been the only provider to interact with families in the home environment. Unfortunately, EMS rates of documentation of maltreatment is quite low. A recent study using the National Emergency Medical Services Information System database to evaluate EMS documentation of child maltreatment in patients ≤3 years of age compared to the national incidence of known maltreatment found an almost 15-fold discrepancy.8 There have been several attempts to elucidate the difficulties of and barriers to reporting by EMS providers. Markenson et al and Tiyyagura et al outlined several areas that potentially contribute to a lack of reporting: minimal continuing medical education (CME) on child maltreatment, knowledge of physical and historical details suspicious for abuse, knowledge of child development, limited clinical evaluation time in a fast-paced work environment, understanding of how to appropriately interact with families, and fear of being wrong.9,10 This class/escape room activity was developed to directly address several of these areas. Emergency medical service providers participate in traditional didactics (in the form of a short lecture), followed by an escape room activity in which they further explore and reinforce learning in a fun and memorable environment. This activity also promotes teamwork, an especially important skill in potentially complex and difficult situations such as those surrounding suspected child maltreatment.</p><p><strong>Educational objectives: </strong>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.</p><p><strong>Educational methods: </stron","PeriodicalId":73721,"journal":{"name":"Journal of education & teaching in emergency medicine","volume":"8 1","pages":"SG1-SG21"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10332768/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9837118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}