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/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.
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
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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