“So, how do you think the shift went?” Gregor reflects for a moment and recalls having difficulty diagnosing a sick elderly patient with abdominal pain. “I think I’ll read about red flags in abdominal pain.” “That’s a great idea,” says Dr. Tran, “Why don’t you read about the sensitivity of serum lactate in acute mesenteric ischemia?” One of the valuable teaching moments in Emergency Medicine is at the end of the shift, where …
CAEP FEI | Neonatal Resuscitation Skills Training
A seasoned emergency physician, Dr. Jensens has not practiced resuscitating an infant since he was a resident and hasn’t actually participated in a neonatal resuscitation since he was a medical student. He notices a circulating departmental email asking for volunteers to help run an “in-situ” simulation session next week, with the topic of “Neonatal Emergencies.” Intrigued, he signs up… For many, neonatal emergencies rank among the scariest patient presentations in the Emergency Department …
CAEP GeMES | Those Who Can, Do and They Teach Too: Faculty Clinical Productivity and Teaching
Valerie is always irked by the layman’s expression, “Those who can’t do, teach.” In her experience, she has found that the great clinical teachers seem to be more engaged in the academic community and are invested in patient education. Indeed, Valerie finds that any additional time they spend with students or patients is well worth it. On the other hand, her friend Hugo points out that this extra time spent means the teachers aren’t as …
CAEP FEI | Daily Faculty Evaluations
Dr. Rosenberg prides herself on the effort she places into teaching students on each shift, but she is not sure whether her teaching methods are effective. At the end of the academic year, she reviews her evaluations from students and is disappointed when she finds only a handful of generic evaluations, with the majority of her students not completing the form. She approaches a few of her learners who say the existing preceptor evaluation form is …
CAEP GEMeS | Simulation-based medical education (SBME) with mastery learning: Does it lead to higher quality learning and patient care?
Marco is a second year resident who is on call overnight. One of his patients goes into a cardiac arrest, and Marco is called to run the code blue. It’s the first time he is in charge and unfortunately the code runs clumsily. The interpersonal communication is unclear and the CPR quality is subpar. Later, the patient needs a central line and Marco fails to properly insert the catheter. When Marco reflects on the experience …
The Case of the Missing Awake Intubation Kit: Episode 1
Part I: The anaphylactic patient This post is the first of a planned three-part series. In this introduction, I realize that my trauma bay does not have an awake intubation kit. This article, however, is not about awake intubation itself, as there are already many articles out there. Instead, it is about the logistical challenges of not having a ready kit, and a call for input from the social media community. – Daniel …