The novel coronavirus pandemic (COVID-19) resulted in the cancellation of educational experiences for emergency medicine (EM) residents at many institutions, including emergency medical services (EMS) ambulance ride alongs. The Accreditation for the Council of Graduate Medical Education (ACGME) requires that residents have educational experiences related to EMS, emergency preparedness, and disaster medicine. EMS experiences must include ground unit runs, direct medical oversight, and participation in multi-casualty incident drills . There are few dedicated EMS curricula published in the literature, and those in existence incorporate physical ride-alongs .
As the COVID-19 pandemic continues to unravel, the role of hydroxychloroquine (HCQ) in the treatment of patients with this disease has been a major focus of discussion on the news and social media. Despite the lack of good data supporting its use in the clinical setting, there have been numerous reports of individual consumption of HCQ resulting in accidental overdose and even death. It is therefore important to recognize and manage patients who may present with HCQ toxicity.
We’ve all had to get a bit creative over the past few weeks. COVID-19 has ushered in an era of not only pushing healthcare workers and hospitals into uncharted territory, but also challenging the structure and delivery of medical education. Simulation education is one of many teaching modalities that is affected by this change given its case-based, in-person structure with a team of learners. These characteristics unfortunately violate the 6-foot rule of social distancing. While traditional simulation is not typically conceptualized as a virtual modality, many of its principals can be successfully adapted for remote learning.
A 35-year-old female emergency medicine physician presents for evaluation for severe myalgias, headache, fatigue, mild nasal congestion, profound anosmia, cough, and subjective fevers and chills. She has no measured temperature above 100.4°F, but has been taking anti-inflammatories around the clock. The day previously, she called occupational health and received testing for the novel coronavirus. The next day, her test returns positive. What happens next? We are here to share our personal experiences with COVID-19 and provide some resources to best support yourselves, your families, your learners, and your colleagues throughout this uncertain and ever-changing situation.
Given overcrowded hospitals and limited availability of personal protective equipment (PPE), showing up for work can feel like entering a battleground without ammunition for many physicians during the COVID-19 outbreak . Despite this, doctors and nurses show up every day ready to do their jobs. While we have committed to the Hippocratic Oath, our families have not. How can we do our duty while preventing exposure of our loved ones at home [2, 3]?
Your team in the Emergency Department (ED) receives a call from your local Emergency Medical Services (EMS) crew informing you that they are transporting a patient with high suspicion of COVID-19 in severe respiratory distress. As you assemble your team in preparation for a Protected Code Blue (PCB), your staff (including physicians, nurses, respiratory therapists, etc.) begins donning full Personal Protective Equipment (PPE). PPE includes donning a gown, gloves, face mask, goggles and/or a face shield.
With several team members assembled in the resuscitation bay in full PPE, it can be challenging to identify specific individual members of the team and their role.
With so much appropriate attention focused on getting frontline emergency providers with personal protective equipment in the COVID-19 era, one major overshadowed storyline is the uncertainty of the 2020-21 interview season for medical students applying into Emergency Medicine (EM). COVID-19 has thrown a wrench in the entire application season not only for medical students, but also medical schools, residency programs, and hospitals. The downstream effects of potentially canceling visiting (away) EM rotations and possibly even home EM rotations in the near term are dizzying. How does one obtain enough letters of recommendation? Should I even apply for visiting EM rotations? Fortunately, an experienced panel of EM program directors joins Dr. Michael Gisondi (Stanford) and Dr. Michelle Lin (UCSF) in discussing the thought processes, ongoing nuanced discussions, early available resources, and general mindset for the 2020-11 season.