Effectiveness of a simulation-based point-of-care ultrasound course for prehospital providers - a single group quasi-experimental study.

Objective: Emergency medical service (EMS) professionals are increasingly using point-of-care ultrasound (POCUS) into the prehospital management and triage of critically ill patients. However, few institutions offer organized POCUS training for this community. Our goal was to offer and evaluate the effectiveness of a simulation-based POCUS course for EMS professionals.

So Much Moulage, So Little Time: A Guide to Performing Moulage for Mass Casualty Scenarios.

Simulation has become a central component of healthcare education. Allowing learners to experience low-frequency high-risk situations, such as a mass casualty event, in a safe learning environment is a basic tenet of simulation-based education in healthcare. Creating realistic simulations often involves advanced moulage to accurately represent illness and injury.

Just-In-Time Simulation Training for Nasopharyngeal Specimen Collection During the SARS-CoV-2 Pandemic.

Introduction: Rapid and accurate detection of the novel coronavirus using a nasopharyngeal specimen requires training for professionals who may have limited experience. To respond to the urgent need, an interprofessional team created a just-in-time (JIT) module to provide only what was needed, precisely when needed, and rapidly deployed training sessions to a large group of health professionals.

Methods: In April and May 2020, health professionals from the hospital, ambulatory clinics, and public health attended training.

A Novel Just-In-Time-Online-Training for Nasopharyngeal Swab Specimen Collection During the COVID-19 Pandemic.

Introduction:  The spread of coronavirus disease 2019 (COVID-19) is controlled by timely detection of infected patients using a nasopharyngeal (NP) swab test, followed by isolation and treatment. One challenge encountered with NP swab collection was to train healthcare providers (HCPs) with different training backgrounds and experience for collecting NP swab specimens across Nebraska, including a sizeable rural area. In-person training for NP swab collection skills was challenging due to social distancing.

Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners.

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education.

Use of Technology to Identify and Cover Underweighted Topics in Resident Conference Curriculum.

Emergency medicine training programs face many challenges in creating and maintaining high quality didactic and asynchronous learning experiences. To address these challenges, our team created two tools. First, we designed the Emergency Medicine Curriculum Assessment Tool (EMCAT) to help program leaders compare their didactic program to the Model of Clinical Practice established by the American Board of Emergency Medicine (ABEM).

Curated Collection for Educators: Five Key Papers about the Flipped Classroom Methodology.

The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology.

Survey of student perception of medical education environment among emergency medicine residents of an academic medical centre in Northern India.

Background: The specialty of emergency medicine is in its infancy state in the long history of the Indian health sciences education system. Little analytical published data is available at the moment in India regarding the quality of medical education as perceived by the students. Roff et al.