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:

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?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1, K2, K3

C1, C2

P2, P3

The student will demonstrate the ability to obtain important information and data for an emergency medicine patient.

The student will:

  • Develop the skills to evaluate an undifferentiated patient
  • Develop a hierarchy of differential diagnoses based on the initial patient presentation
  • Include worst-case diagnoses in the differential diagnosis
  • Development a management plan for the evaluation of the patient
  • Interpret the results of common diagnostic tests and procedures

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

K1, K2, K3

C1, C2

P2, P3

 

The student will understand and demonstrate effective care of the emergency medicine patient


The student will:

  • Obtain an accurate history and physical exam focused on key problems
  • Recognize immediate life-threatening illnesses
  • Develop an evaluation and treatment plan
  • Monitor the response to therapeutic interventions
  • Make proper disposition and follow-up plans for the patient
  • Learn the indications and contraindications for basic procedural skills
  • Perform basic procedural skills
  • Discuss preventable injuries and illnesses
  • Educate patients and insure comprehension of their outpatient treatment plan

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

K1

C1, C2

P1, P3

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

K2, K3

C1, C2

P2, P3

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:

  • Make an appropriate referral from the ED
  • Develop an understanding of the relationship between the ED physician and consultants
  • Show understanding of the role of the emergency department in the community, including access to care and its impact on patient care
  • Show an awareness of medication and treatment costs

EM Clerkship Exam

Clinical shift evaluation

Clinical shift formative feedback

Simulations

Orientation

Resident conferences

Reading assignments

Clinical shift learning

“Approach to…” didactics

Simulation intros

K2

C1, C2, C3

P1, P2, P3

The student will demonstrate humanistic qualities appropriate for a physician-in-training

The student will:

  • Effectively communicate with patients and family members
  • Show compassion and a nonjudgmental approach to all patients
  • Work in a collegial manner within a health care team

Clinical shift evaluation Attendance/Participation

Clinical shift formative feedback

Simulations

Procedure Lab

Orientation

Clinical Shift Learning

“Approach to…” didactics

Simulation intros

K1, K3

C1, C2

The student will demonstrate the ability to effectively present a patient encounter

The student will:

  • Present cases in a complete, concise, and orderly pattern
  • Clearly delineate primary problems and a management plan
  • Complete documentation that is accurate, well organized, and appropriate for the level of care provided

Clinical shift evaluation

Clinical shift formative feedback

Simulations

Clinical Shift Learning

Reading Assignments

P1, P2

The student will demonstrate a good work ethic.

The student will:

  • Be conscientious, on time, and responsible
  • Exhibit honesty and integrity in patient care

Clinical shift evaluation Attendance/Participation

Clinical shift formative feedback

Orientation

Clinical Shift Learning

K2, K3

P2

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

K2, K3

P2

The student will demonstrate professionalism at all times.

The student will:

  • Exercise accountability
  • Maintain a professional appearance
  • Show sensitivity to cultural issues (age, gender, cultural differences, disability, etc.)

Clinical shift evaluation

Attendance/Participation

Clinical shift formative feedback

Simulations

Orientation

Clinical Shift Learning