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About Dimitrios Papanagnou, MD, MPH, EdD(c)

Vice Chair for Education, Department of Emergency Medicine
Assistant Dean, Faculty Development
Sidney Kimmel Medical College at Thomas Jefferson University
Philadelphia, PA
1 02, 2018

IDEA Series: Trapped as a Group, Escape as a Team | Applying Gamification to Team-Building Skills


The Problem

idea series teaching residents quality improvementProviding high-quality healthcare in the busy, often chaotic world of EM requires teamwork. Team members must overcome varied levels of training, expertise, and conflicting personalities to function as a unit. Effective teamwork and collaboration, particularly in high-stakes, high-acuity environments, can improve patient outcomes and the cost of care.1,2 Although the Accreditation Council of Graduate Medical Education (ACGME) includes “interpersonal and communication skills” (ICS) as a core competency, there is no consensus as to how to effectively teach these skills. Further, military literature identifies “trust” as critical to effective communication within teams.3 To improve trust, communication, and collaboration, authors suggest a training that is safe, low-stakes, high-impact, and dynamically engaging.

30 11, 2017

IDEA Series: Using Gamification to Reinforce Toxicology


The Problem

idea series using gamification to reinforce toxixcologyEarly recognition of a patient presenting with a toxidrome is essential to providing high-quality emergency care. Learners are often first exposed to this topic, however, in one comprehensive grouping, which makes it challenging to learn the nuances that distinguish one toxidrome from another. Both learners and experienced clinicians alike often employ rote memorization (and sometimes suboptimal mnemonics) to differentiate these presentations. This can make it difficult to convert the details into long-term memory.

11 01, 2017

IDEA Series: Teaching Residents Quality Improvement Through Action-Based Learning


The Problem

idea series teaching residents quality improvementWhile the ACGME has required EM residency curricula to incorporate quality improvement (QI), programs have faced the challenge of executing this in a meaningful way. How can EM residency programs effectively engage learners in an action-based curriculum for QI?

6 07, 2016

IDEA Series: Just-in-Time Procedural Training for Endotracheal Intubation


The Problem

Idea Series LogoProcedural training is critical in emergency medicine (EM). EM residents must effectively acquire the skills to safely and accurately perform high-stakes, invasive, and life-saving procedures during high-pressure scenarios. Residency programs typically incorporate procedural skills workshops into didactic sessions, which results in residents practicing procedures several weeks or months before performing them clinically. Unfortunately, there is no established method to practice and evaluate procedural skills competency immediately prior to performing invasive procedures on a patient. A solution to this issue may lead to improved outcomes and greater patient safety.


1 04, 2016

IDEA Series: Using LEGO Pieces to Help Residents Teach Procedural Skills


The Problem

Idea Series LogoEmergency Medicine (EM) residents are responsible for teaching and evaluating junior learners in the clinical environment. According to Accreditation Council for Graduate Medical Education (ACGME) requirements, EM programs must be able to deliver instructional programs to their housestaff on effective teaching principles. Unfortunately, few residents have had formalized training in coaching methods to apply during instances of procedural instruction.