Students will work 11 shifts in the ED. Shifts will be 6a-2p, 7a-3p,
1p-9p IP, 2p-10p, 3p-11p and 10p-6a at Loyola University
Medical Center and Hines VA 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 Emergency Department 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 SSOM 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).
EDUCATIONAL DAYS
Educational days will consist of a variety of activities to target areas of
emergency medicine related education. There will be 4 educational days over the
course of the 4 week rotation. We have flipped the educational days so students
view material asynchronously from home which reserves face to face time for
interactive small group sessions. Students will participate in simulation-based
mastery learning of 4 cardiac arrest skills (code leader,
defibrillator management, bag-valve mask ventilation, chest compressions) plus 2
other skills (ultrasound guided peripheral IV insertion and suturing). They
will get exposed to point of care ultrasound use on standardized patients.
Students will be involved in small group discussions of Toxicology and acute
EKG findings with clinical correlation questions. Students will attend ED QI
Conference and ED Grand Rounds. They will practice intubation and
participate in simulation-based interprofessional education with nursing
students.
ASYNCHRONOUS MODULES AND QUIZZES
Students will view asynchronous material at home at a time convenient for them.
Many of these materials will have related quizzes to assure knowledge
acquisition. Students can only miss a maximum of 1 item on each quiz so they
will need to retake the quiz until this standard is met. Quizzes are in
Sakai.
CLINICAL QUESTION PRESENTATION
Students are to develop a clinical question related to emergency
medicine regarding a topic that specifically interests you. Use a PICO
statement to craft your clinical question, query for literature to support
medical decision making, and determine the answer to your question. You
will present your findings during the clinical question conference. Your
presentation will be brief (maximum of 5 minutes, with and without PowerPoint is
acceptable) which will allow time for group discussion afterwards.
Your presentation should include your PICO statement, resources obtained with an
evaluation of the resource information, and a conclusion regarding your answer
to the question.
REFLECTION PAPER
All students are required to write a 1 page reflection paper to be turned in electronically no later than at the time of the final exam. It should be 1 page (i.e. about 2-3 paragraphs) and can be double spaced. You are to reflect on how the ED experience interplays with social justice and the final sentence should conclude with a statement addressing your personal commitment to the service of others in the future.