Emergency Medicine Clerkship
Total Contact Hours:
153 hours
Director:
Stacey Poznanski, D.O., Instructor, Emergency Medicine
Description:
EMD 891 provides the medical student with an in-depth exposure to Emergency Medicine as a specialty and career choice. They will interact with a wide variety of undifferentiated patients and problems, with a goal of improving the students’ skill in acute care decision-making, a beneficial skill for all physicians. In addition to clinical duties, there is a reading and didactic component. Simulation exercises and small-group discussions/didactics comprise the majority of the educational curriculum, while reading assignments from supplemental materials complete the educational experience. The rotation responsibilities include participation in 130 hours of clinical encounters during the month, attendance at four teaching/simulation sessions, attendance at one Resident Didactic Conference, and completion of a written examination and feedback instrument. EMD 891 provides a four-week experience for fourth-year students.
Topics covered in the curriculum each month include but are not limited to:
- Orientation
- Introduction to Emergency Medicine, including the Approach to the Undifferentiated Patient Basic Airway techniques
- Advanced airway techniques
- Dysrhythmia recognition and management
- Procedural instruction on thoracostomy, lumbar puncture, central line placement, and suturing.
- Approach to a patient with Dyspnea, Chest Pain, Abdominal Pain, Altered Mental Status, Trauma, Shock, and Toxic Exposure.
Students will also be exposed to topics of discussion that are within the core curriculum for emergency medicine residents. In addition, students will have a guided exposure during the month to a variety of clinical problems via 130 hours of clinical exposure. One-on-one preceptorship is provided by clinical faculty, emergency medicine residents and academic faculty, each uniquely suited to introduce the broad domain of emergency medicine. This guided activity provides experience with a wide variety of clinical problems and their management. There is active participation in patient care through preliminary workup and presentation to the preceptor, after the student has had the opportunity to formulate their provisional diagnosis and plan.
Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:
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What does our institution want our graduates to do? |
If your students mastered the content of your course, what would they be able to do? |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
How will students get the information they need to learn? |
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The student will demonstrate the ability to obtain important information and data for an emergency medicine patient. The student will:
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EM Clerkship Exam Clinical shift evaluation |
Clinical shift formative feedback Simulations Arrhythmia recognition/mgmt. Basic Airway Mgmt Lab |
Orientation Resident conferences Reading assignments Clinical shift learning “Approach to…” didactics Simulation intros |
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The student will understand and demonstrate effective care of the emergency medicine patient
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EM Clerkship Exam Clinical shift evaluation |
Clinical shift formative feedback Simulations Arrhythmia recognition/mgmt. Basic Airway Mgmt Lab |
Orientation Resident conferences Reading assignments Clinical shift learning “Approach to…” didactics Simulation intros Procedure lab intro video |
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The student will effectively use available information technology to solve patient care problems, improve knowledge base, and present cases clearly |
Clinical shift evaluation |
Clinical shift formative feedback Simulations |
Orientation Resident conferences Reading assignments Clinical shift learning “Approach to…” didactics Simulation intros |
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The student will make clinical care decisions that apply knowledge of the role of the ED in the hospital and greater community. The student will:
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EM Clerkship Exam Clinical shift evaluation |
Clinical shift formative feedback Simulations |
Orientation Resident conferences Reading assignments Clinical shift learning “Approach to…” didactics Simulation intros |
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The student will demonstrate humanistic qualities appropriate for a physician-in-training The student will:
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Clinical shift evaluation Attendance/Participation |
Clinical shift formative feedback Simulations Procedure Lab |
Orientation Clinical Shift Learning “Approach to…” didactics Simulation intros |
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The student will demonstrate the ability to effectively present a patient encounter The student will:
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Clinical shift evaluation |
Clinical shift formative feedback Simulations |
Clinical Shift Learning Reading Assignments |
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The student will demonstrate a good work ethic. The student will:
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Clinical shift evaluation Attendance/Participation |
Clinical shift formative feedback |
Orientation Clinical Shift Learning |
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The student will demonstrate ethical medical decision-making |
Clinical shift evaluation |
Clinical shift formative feedback Simulations |
Orientation Clinical Shift Learning “Approach to…” didactics Simulation intros |
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The student will demonstrate professionalism at all times. The student will:
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Clinical shift evaluation Attendance/Participation |
Clinical shift formative feedback Simulations |
Orientation Clinical Shift Learning |
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