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EDUCATIONAL MODULE DESCRIPTIONS
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 curriculum.
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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