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 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.
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.