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

The Problem

Providing 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.
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By Xiao Chi (Tony) Zhang, MD, MS|2018-02-02T11:33:46-08:00Feb 1, 2018|IDEA series|

The Problem

Early 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.
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By Hyunjoo Lee, MD|2017-11-28T23:40:32-08:00Nov 30, 2017|IDEA series|

The Problem

Emergency medicine (EM) interns begin residency with variable clinical, procedural, and interprofessional skills. Residency leadership can find it challenging to ensure that a new class cohesively transitions into a program and community. Following a 4-week “Intern Boot Camp,” a capstone competition, “Intern Olympics,” was held to emphasize key knowledge and skills for interns.

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By Derek Monette, MD|2017-11-01T22:19:02-07:00Nov 2, 2017|IDEA series, Medical Education|

The Problem

ECG interpretation is a cornerstone of Emergency Medicine (EM). It requires both rapid identification of life-threatening abnormalities and fastidious attention to detail. This pairing can intimidate some junior learners, and identifying an effective and engaging method for teaching ECGs is important to resident education. We report a teaching method that addresses this problem with an annual residency ECG competition.

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By Sumit Patel, MD|2017-11-01T22:03:01-07:00Sep 21, 2017|IDEA series|

The Problem

Difficult airways, including those that are edematous, burned, soiled, or traumatic, pose one of the greatest procedural challenges for emergency physicians. Furthermore, unanticipated difficult airways represent 5-15% of intubations in the ED. Emergency medicine residents gain experience with difficult airways largely through hands-on practice while caring for critically ill patients. The relatively low frequency of complex intubations, however, necessitates an educational model that extends beyond the ED and can be shared with multiple learners.
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By Terren Trott, MD|2017-12-18T17:25:42-08:00Sep 1, 2017|IDEA series|

The Problem

Every year, emergency medicine (EM) residents take the In-Training Exam (ITE) to test their medical knowledge and predict the likelihood of passing their official written board examination upon completion of residency training. The Accreditation Council for Graduate Medical Education (ACGME) requires all EM residencies to include weekly didactics in order to build the knowledge base of residents and facilitate preparation for the written and oral American Board of Emergency Medicine (ABEM) or American Osteopathic Board of Emergency Medicine (AOBEM) examinations. These didactics, however, often consists of traditional lecture formats. In contrast, according to the testing effect, we know that taking a test on material improves retention more than just passively hearing or reading the information alone.
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By Brendan Munzer, MD|2018-01-31T10:01:45-08:00Jun 1, 2017|IDEA series, Medical Education|

The Problem

The American Board of Emergency Medicine (ABEM), American Osteopathic Board of Emergency Medicine (AOBEM), and the Royal College of Emergency Medicine (RCEM) require successful completion of an oral examination as part of the certification process for the specialty of emergency medicine. Residents are seldom taught explicitly about the process of developing oral board examinations. While deliberate and guided practice can improve performance in such examinations, understanding the design and structure of an oral examination can also ease anxiety about the experience.

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By Teresa Chan, MD, MHPE|2017-09-21T09:27:09-07:00May 18, 2017|IDEA series, Medical Education|

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

The Problem

IDEA Series: Using Gamification to Reinforce Toxicology

The Problem

IDEA Series: Intern Olympics, a Capstone Competition

The Problem

IDEA Series: Teaching ECGs through a Written Competition

The Problem

IDEA Series: Video Review as an Experiential Model for Difficult Airway Education

The Problem

IDEA Series: Use of Online Interactive Platform to Incorporate Board Review into Conference

The Problem

IDEA Series: Interactive Practice Oral Examination Case Construction

The Problem