CLINICAL SHIFTS MODULE


Students will work 11 shifts in the ED. Shifts will be 7a-3p, 9a-5p, 3p-11p, 5p-1a and

11p-7a at Loyola and 9a-5p, 1p-9p and 5p-1a at Gottlieb Hospital. Students will be

responsible for working a variety of these shifts that can fall on any day of the week.

Their responsibilities will reflect that of a first year resident. They will independently

assess undifferentiated patients and present directly to EMS faculty. They will also have

the opportunity to observe and assist faculty and specialty consultants as they care for

patients. Students will engage in faculty-directed practice-based learning regarding cases

that are concurrently being managed in the ED.


Using real-time formative faculty feedback students will be instructed in refinement

of their history and physical examination skills as well as their abilities to develop

and justify appropriate diagnostic and management plans. They will also have the

opportunity to become more adept at rapid decision-making stabilization of

patients, documenting, multi-tasking, and interpreting diagnostic tests. The ED will

provide a safe, supervised environment for students to improve skills relating to all

six SS0M Core Goals (medical knowledge; interpersonal and communication skills;

professionalism, moral reasoning, and ethical judgment; clinical skills and patient

care; lifelong learning, problem solving, and personal growth; social and community

context of healthcare).


                                                   SIMULATION MODULE


Simulation/Task Training sessions will allow each student to experience a total of

4 hours of simulation and 4 hours of task training. EMS faculty experienced with

simulation will direct all sessions. In Loyola's state of the art simulation facility

we will utilize various degrees of fidelity, from high fidelity patient simulators to

low fidelity procedural task trainers, to educate our students. Faculty will employ

deliberate practice and mastery learning techniques for procedural task training.

During case-based high-fidelity simulation sessions, students will receive immediate

case specific formative feedback in the debriefing sessions.


We plan to run 5 simulated cases for each student. Topics will be revealed to the

students during the simulated patient encounters.


We plan to have 4 procedural task training exercises for each student. Topics include: 

suturing, splinting, airway management, and defending a lawsuit.


Students will also experience some of these cases and procedures again in the ED

with actual patients.


Collaboration with other clerkships and SSOM will allow for appropriate selection of

topics to maximize achievement of overall curricular goals.


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                                      EMERGENCY ULTRASOUND MODULE


Emergency Ultrasound (US) sessions will allow each student to experience a total

of 2 hours of dedicated point of care and procedural ultrasound education (4 students

per session). EMS faculty skilled with emergency US will direct this module. Students will

receive didactic instruction on point of care ultrasound including physics and mechanics

of use, in depth usage for EFAST, and a brief description of other indications.  This

didactic session will be followed by a hands-on session.  Students will have the opportunity

to observe, perform, and practice an EFAST exam on a standardized patient.


Separately, students will observe faculty performing emergent point of care US on patients

in the ED and may have the opportunity to do so themselves.


Real-time instruction and formative feedback from EMS faculty will occur.


Efforts are currently being made to collaborate with Anatomy and other courses and

clerkships to integrate emergent point of care and procedural US into all 4 years of the



                                                   DIDACTIC MODULE


There will be didactic sessions led by EMS faculty on various EM topics. Sessions

will be interactive case-based lecture discussions. Additional topics will be prerecorded

and available for asynchronous viewing.



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 © 2001 Loyola University Chicago Stritch School of Medicine. All rights reserved.
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Please send questions or comments to: Renata Barylowicz
Updated:  05/19/2011... Created: 05/16/2011