The Model of the Clinical Practice of Emergency Medicine

Hockberger, Robert S.

doi:10.1111/j.1553-2712.2001.tb00182.x

Cited by 79 publications

(45 citation statements)

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“…By 1996 the emergency medicine core content curriculum required emergency ultrasonographic competence for residency graduates of Emergency Medicine [40]. In 1999, the American Medical Association passed resolutions that recommended that hospitals follow specialty-specific guidelines for credentialing decisions related to ultrasound by the physicians [35,36].…”

Section: History Of Ultrasound In Graduate Medical Educationmentioning

confidence: 99%

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Lane

Lahham

Joseph

et al. 2015

Eur J Trauma Emerg Surg

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learners prefer blended learning where material can be reviewed online and personalize the education on their own time frame. This material combined with hands-on experience and mentorship can be used to develop learners' aptitude in ultrasound. Conclusions As educators embrace this ultrasound technology and integrate it throughout the medical education journey, collaboration across specialties will synthesize a clear path forward when needs and resources are paired with vision and a strategic plan.

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Section: History Of Ultrasound In Graduate Medical Educationmentioning

confidence: 99%

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Lane

Lahham

Joseph

et al. 2015

Eur J Trauma Emerg Surg

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“…The Model of the Clinical Practice of Emergency Medicine describes procedures and skills integral to the practice of emergency medicine, which include central venous access via the subclavian, jugular, femoral, and venous cutdown approaches, intraosseous infusion, thoracostomy, and cricothyrotomy as well as universal precautions 14 . We chose these procedures because they are frequently used, life saving, infrequently practiced, cause significant complications when improperly performed, and applicable to a wide range of specialty choices in addition to emergency medicine -surgery, internal medicine, anesthesia, and pediatrics.…”

Section: Didacticsmentioning

confidence: 99%

A Comprehensive, Unembalmed Cadaver-based Course in Advanced Emergency Procedures for Medical Students

Tabas¹,

Rosenson²,

Price³

et al. 2005

Acad Emergency Med

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Preparing medical students for residency in emergency medicine involves education in many areas of knowledge and skill, including instruction in advanced emergency procedures. We outline the logistics involved in running a training course in advanced emergency procedures for 4 th year medical students and report student perceptions of course impact. The course is a cadaver based training lab which utilizes several teaching modalities including a web based syllabus and online streaming video, didactic lecture, hands on practice with models and ultrasound, and hands on practice with unembalmed (fresh) cadavers. The course focuses on 7 emergent procedural skills, including deep venous access via the subclavian, internal jugular and femoral veins, tube thoracostomy, saphenous vein cutdown, intraosseous line placement and emergency cricothyrotomy. It is taught by attending emergency physicians and anatomy department faculty.After completion of the course, 33 students reported their self-assessment on a five-point Likert scale. Data was evaluated using a paired T -test (two-tailed). Students reported a mean increase in their understanding of the indications for the procedures from 3.3 ±1.1 before to 4.8 ±0.4 after the course, p = 0.004, 95% CI 0.7 -2.0. Students reported a mean increase in their understanding of how to perform the procedures from 2.1 ±0.9 before to 4.6 ±0.6 after the course, p = 0.003, 95% CI 1.9 -3.0. Students reported a mean increase in their comfort level performing the procedures from 1.6 ±0.8 before to 4.2 ±0.7 after the course, p < 0.001, 95% CI 2.0 -2.9. Our experience supports the value of an advanced emergency procedural training course using an unembalmed cadaver-based lab and incorporating several teaching modalities. By outlining the logistics involved in running the course, including curriculum, equipment and cost, we hope to facilitate use of this teaching modality in other medical schools and to generate interest in future research regarding the utility of this approach to procedural training.

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“…It is commonly accepted that id reactions are antigenic. 10 This is supported by the occurrence of id reactions in previously sensitized patients after intradermal injection of dermatophyte antigens, the frequent bilateral distribution of the rash, and its rapid resolution with treatment of the primary lesion. A single allergen has yet to be identified as the cause for id reactions.…”

Section: Diagnosis Id Reaction Tinea Pedismentioning

confidence: 92%

“…A single allergen has yet to be identified as the cause for id reactions. 10 Derebery and Berliner, demonstrated a decrease in the manifestations of id reactions by desensitizing patients using allergens derived from Trichophyton, Candida, Epidermophyton, and dust mites. 11…”

Section: Diagnosis Id Reaction Tinea Pedismentioning

confidence: 99%

Rising to the Challenge of Family‐centered Care in Emergency Medicine

Baren

2001

Academic Emergency Medicine

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The Model of the Clinical Practice of Emergency Medicine

Cited by 79 publications

References 0 publications

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

Ultrasound in medical education: listening to the echoes of the past to shape a vision for the future

A Comprehensive, Unembalmed Cadaver-based Course in Advanced Emergency Procedures for Medical Students

Rising to the Challenge of Family‐centered Care in Emergency Medicine

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