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CAEP GeMES | Selection of an Appropriate Tool for Direct Observation of Trainees by Supervisors

In Great Evidence in Medical education Summary (GEMeS) by Alexandra Stefan1 Comment

Catherine is a 3rd year medical student who is finishing the last shift of her core emergency medicine rotation.  She is interested in matching to neurology. During the shift, she asks her staff, Dr. Stewart, if he would be willing to observe her while she performs a neurological exam and provide feedback on her performance.  Dr. Stewart agrees, but is unsure of what aspects of the assessment he should focus on during the …

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CAEP GeMES | Impact of Rudeness on Overall Medical Team Performance

In Great Evidence in Medical education Summary (GEMeS) by Harinee Surendra0 Comments

Eric is a first year Emergency Medicine resident who just started his shift.  The emergency department gets notified of an incoming patient with a history of liver cirrhosis who started to vomit frank blood.  As the team is preparing the resuscitation room, the respiratory therapist asks Eric what intubation equipment he would like to use.  Before he has a chance to answer, one of the nurses tells the respiratory therapist, “He’s just a …

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CAEP GeMES | Effects of Leadership Styles and Power Dynamics on Patient Safety

In Great Evidence in Medical education Summary (GEMeS) by Tia Renouf0 Comments

 Alyssa is a first year Emergency Medicine resident working on a late night shift with Dr. Howard, whom she has never worked with before.  After diagnosing a patient with Sepsis NYD, Dr. Howard starts the patient on piperacillin-tazobactam at 4.5 g IV q6h, but forgets to take into account that the patient has a history of chronic kidney disease and needs renal dosing.  Alyssa notices this, but is unsure of whether or not …

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CAEP GeMES | Workplace-Based Assessment Design Optimization

In Great Evidence in Medical education Summary (GEMeS) by Jeffrey Landreville0 Comments

It’s the end of another long Emergency Department shift, and Dr. Wu’s resident approaches him to complete her shift evaluation form. She had a solid shift. Dr. Wu self-admittedly finds every post-shift debrief awkward and gives his usual bland assessment (“You are right on track”) and cursory feedback (“Continue reading around cases”). Later that evening, Dr. Wu thinks about the interaction and feels a bit guilty. He wonders how he might be able …

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CAEP GeMES | POCUS Learning Curve

In Great Evidence in Medical education Summary (GEMeS) by Kristen Weersink0 Comments

Geoff is a first year Emergency Medicine resident on his ultrasound rotation. Over the course of four weeks, he takes big steps in gaining competency in point-of-care ultrasound (POCUS). Most of the scans he finds quite easy. However, Geoff finds the obstetrical scans particularly tricky, especially given the high implications of misinterpreted scans when ruling out ectopic pregnancy. He feels it somewhat counterintuitive that obstetrical area asks for the same number of scans compared …

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CAEP GeMES | Clinical Reasoning Problems Among EM Residents

In Great Evidence in Medical education Summary (GEMeS) by Alexis Cournoyer0 Comments

Jack is a first year Emergency Medicine resident. He pours over the content of each cardinal presentation (chest pain, shortness of breath, abdominal pain) after every shift and tries his best to remember all the various questions to ask patients. Being detail oriented, he spends at least one hour with each patient to make sure he has gathered as much data as possible. Jack is good at coming up with the right differential …