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Students mustStudent must submit this questionnaire to complete it
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Students mustViewReceive a grade
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This Emergency Medicine introductory course provides the foundational knowledge needed for an Emergency Medicine rotation for clinically-prepared medical students, residents, or practicing physicians. All parts of this training are free, including registration, learning, testing, and a certificate of completion.
This Emergency Medicine course was developed in partnership with the Emory University Center for Injury Control (a WHO Collaborating Center), the International Federation for Emergency Medicine (the global federation of national EM organizations), the Society for Academic Emergency Medicine (the global association of academic EM physicians). This course uses competencies recommended by Clerkship Directors in Emergency Medicine published in Academic Emergency Medicine, and resources from accredited, world-class organizations such as the American Academy of Family Physicians, the American Heart Association, Clerkship Directors in Emergency Medicine, and the World Health Organization. The course developer is Jennifer Chu, MD, and our Advisory Group is Glen Bandiera, MD, MEd; Deborah Diercks, MD, MSc; Jim Ducharme; Laura Hans, MD; Cherri Hobgood; Debra Houry, MD, MPH; Alan Jones, MD; Niranjan “Tex” Kissoon, MD; Steve Lin, MD; and Rahim Valani, MD.
For a publication on this course’s efficacy, see “A Test of the First Course (Emergency Medicine) That Is Globally Available for Credit and for Free,” (2016), Healthcare, https://doi.org/10.1016/j.hjdsi.2016.02.003; see also “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, to see more research related to NextGenU.org’s educational model, check out NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.
This course involves completing all modules which provide:
- A basic diagnostic and treatment approach to common emergency department presentations,
- Skills on patient management and communication,
- An overview of common emergency diseases.
Approximate time for completion of this course is 70 hours at an average reading rate of 144 words/minute.The course requires the completion of all peer activities. Mentored activities are optional. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and activity, you’ll have access to a final exam and a chance to assess the training. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. We are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Engaging with this Course:
You may browse this course for free to learn for your personal enrichment; there are no requirements.
To obtain a certificate
- Show in the registration fields that you have the appropriate prerequisites to be certified. This course requires a college-level degree.
- Complete all the reading requirements.
- Complete all quizzes.
- Complete 5 peer activity and associated certification quizzes.
- Successfully complete the final exam with a minimum of 70% and a maximum of 3 attempts.
- Complete the self and course evaluation forms.
To obtain credit
- Complete all requirements listed above for the certificate.
- Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.
- NextGenU.org is happy to provide your institution with:
- a link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
- your grade on the final exam;
- your work products (e.g. peer and mentored activities), and any other required or optional shared materials that you produce and authorize to share with them;
- your evaluations;
- a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.
To obtain a degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org contact us.We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Next Steps
- Complete the registration form.
- Begin the course with Module 1
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Competencies covered in this module:
- Understand medical history taking and physical examination.
- Recognize immediate life-threatening conditions.
- Know patient management skills.
- Understand health promotion for the patient.
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Students mustView
Review the entire text
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Students mustView
Read all the sections on history taking and the physical exam
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Students mustViewStart discussions: 1
This is an informal assignment. Please discuss the Emergency Medical System in your country.
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Quiz: Module 1: Lesson 1
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Peer Activity: Focused Physical Assessment Forum
Instructions: The purpose of this activity is for you to practice a focused assessment based on a patient’s chief complaint. You will perform 3 roles:
- the learner who will act as the healthcare provider
- the patient and
- the peer evaluator.
Please follow the steps listed below to complete this assignment.
Step 1: Form groups of 2 and determine who will act as the healthcare provider for the first simulation event. Later in the simulation, you will switch roles so that both learners have the opportunity to practice as the healthcare provider.
Step 2: Review this video:
Step 3:
Practitioner: Acting as if you are the healthcare provider and your peer is the patient presented in the simulation video, conduct a focused physical assessment based on the patient’s chief complaint.
Patient: Allow your peer to perform the focused physical assessment as if you are the patient.
Step 4: Switch roles and complete the simulation a second time.
Step 5: Complete the Peer Activity Completion Quiz below.
Step 6: Review the key provided and complete the Key Quiz in the following item.
OPTIONAL Step 7: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Focused Physical Assessment Key and Quiz
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Quiz: Module 1: Lesson 2
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Briefly describe an experience you have had with a patient who was difficult to diagnose.
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Students mustView
Read the entire text
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Quiz: Module 1: Lesson 3
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustView
Read the entire text
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Quiz: Module 1: Lesson 4
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
In this activity, you will explore health promotion initiatives in your community and write a discussion forum to describe them.
Step 1. Explore (30 minutes)
Look for existing health promotion initiatives in your community. It can be a television commercial, radio or newspaper advertisement, or a social media post. Select one health promotion initiative of your interest.
Step 2. Analyze (30 minutes)
Analyze how the selected health promotion initiative is able to address the following questions:
- What particular health behavior does it aim to address?
- How does it educate people to adapt to healthy behaviors without compromising safety?
- How does it provide anticipatory guidance to patients suffering from health behavior?
- Can the health promotion initiative be adapted to address addiction-related behavior such as habitual cannabis and alcohol consumption? How?
Step 3. Respond (180 minutes)
Respond by writing a 300-600 word discussion forum that describes the selected health promotion, including the four questions in Step 2.
Step 4: Share (10 minutes)
To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Competencies covered in this module:
- Learn humanistic qualities.
- Know presentation skills.
- Understand medical record documentation.
- Effectively use information technology.
- Establish a work ethic.
- Practice ethical decision-making.
- Practice professional behavior.
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Quiz: Module 2: Lesson 1
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 4/6.
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Students mustViewStart discussions: 1
Do you think it is important to have a compassionate approach in treating patients? Why or why not?
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Students mustView
Read the entire text
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Quiz: Module 2: Lesson 2
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Students mustViewStart discussions: 1
Many people are uncomfortable giving oral presentations. Describe your level of comfort in giving oral presentations.
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Students mustView
Read this web page and then the content of all the sections found under the heading titled "Documentation" located on the left side of the web page. Then, review the two eLearning activities found at the bottom of the section titled "Importance of medical records" if you are interested.
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Students mustView
Watch the entire video. (78 minutes)
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Quiz: Module 2: Lesson 3
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Discuss a time when inaccurate or disorganized documentation hindered your ability to care for a patient appropriately.
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Students mustView
Read this article about using information technology in clinical practice
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Students mustView
Read this article to learn more about whether and how electronic documentation can prevent diagnostic errors
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Students mustView
Read this article to learn about whether clinicians should rely on Internet to answer clinical questions in the emergency department
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Quiz: Module 2: Lesson 4
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 7/9.
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Students mustViewStart discussions: 1
How could your country's use of information technology be improved in order to optimize patient care?
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Review the different sections in this module on using information technology to complete literature searches. Use the links if your institution provides access to the search engines; otherwise, just review the concepts.
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Students mustView
Read the entire text
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Quiz: Module 2: Lesson 5
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 4/5.
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Students mustViewStart discussions: 1
In this activity, you will write a discussion forum to address a hypothetical question that displays the importance of conscientious behavior, honesty, and integrity.
Step 1. Analyze (30 minutes)
Study this question below:
“What would you do if you knew that your co-worker was late for work and consumes an unusual amount of opioids in your office habitually?
Step 2. Respond (105 minutes)
Prepare a 200-400 word response to address the question in Step 1 with the following inclusions:
- Initial actions/steps that you will take to address the following:
- Observed habitual tardiness
- Observed improper drug consumption at work
- Strategies on how to instill the value of conscientious behavior, honesty, and integrity in your workplace
Step 3: Share (10 minutes)
To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
Step 4: Interact (10 minutes)
To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustView
Read all the sections on law and ethics, and review cases 1 and 2
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Quiz: Module 2: Lesson 6
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe the ways in which medical ethics and the law can overlap in your country (for example, on issues of access to care or informed consent).
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Students mustView
Read the entire text
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Quiz: Module 2: Lesson 7
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Instructions: In this activity, you will perform 2 roles: 1) the learner who will respond to the prompt below (steps 1-2) and 2) the peer evaluator (steps 3-4). Please review and complete each step of the assignment listed below
Step 1: Read the scenario provided below.
In a recent visit to the primary care provider, Amy confided in the nurse about a personal difficulty, unrelated to her medical condition, that she is experiencing. After Amy left the office the nurse shared this private information with other employees in the practice who are not involved in Amy’s care. The patients in the waiting room also overheard the nurse share this personal information with other office staff.
Step 2: Compose a 200-400 word essay responding to this interchange within the office. Please review the reflection questions below and provide your answers to them in your response.
Reflection questions:
- How could the nurse have expressed compassion, service, and trustworthiness in this situation?
- What principles of practice and duties could the nurse have implemented to ensure that her behaviors were professional?
Step 3: Review one of your peer’s responses and provide an evaluation based on the following questions.
Evaluation questions:
- Did your peer describe how the nurse could have expressed compassion, service, and trustworthiness in this situation?
- Did your peer discuss what principles of practice and duties the nurse could have implemented to ensure that her behaviors were professional?
OPTIONAL Step 4: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustViewStart discussions: 1
Which of the following principles do you think is most important to medical professionalism, and why?
a) Primacy of patient welfare
b) Patient autonomy
c) Social justice
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Competencies covered in this module:
- Students should develop a differential diagnosis that is prioritized on potential life-threatening conditions and the likelihood of disease. Students should demonstrate a knowledge (or understanding) of basic diagnostic modalities and interpretation of results. Most importantly, students should cultivate an appreciation of risk stratification and pretest probabilities for selected conditions.
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Quiz: Module 3: Lesson 1: Cardiac ArrestTo access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 5/6. -
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Quiz: Module 3: Lesson 1: Chest Pain
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Students mustViewStart discussions: 1
What are some of the most common differential diagnoses for cardiac arrest in your country or region?
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Quiz: Module 3: Lesson 1: Abdominal Aortic Aneurysm
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
If you had a patient with AAA who had been safely discharged, what kind of changes to their diet or lifestyle would you advise them to make in order to attempt to minimize future risk?
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Quiz: Module 3: Lesson 1: Acute Coronary SyndromesTo access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3. -
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Quiz: Module 3: Lesson 1: Congestive Heart Failure
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Why do you think congestive heart failure is so common in North America? Is it as common in the country/region where you live?
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Quiz: Module 3: Lesson 1: Thoracic Aortic Dissection
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Several methods of diagnostic testing for thoracic aortic dissection are described in the reading for this competency. Which methods of diagnostic testing do you have access to in your ED? Which ones do you use most often?
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Quiz: Module 3: Lesson 1: Pulmonary Embolus
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some typical characteristics of patients diagnosed with a pulmonary embolus?
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Quiz: Module 3: Lesson 2: Abdominal Pain
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Students mustViewStart discussions: 1
What are some of the most common sources of abdominal pain in your country or region?
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Quiz: Module 3: Lesson 2: GI Bleed
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some of the most rare causes of gastrointestinal bleeding in your country or region?
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Quiz: Module 3: Lesson 2: Appendicitis
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
If a woman presented to the ED with symptoms of appendicitis, how would you approach their case differently, compared to a male presenting with symptoms of appendicitis?
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Quiz: Module 3: Lesson 2: Biliary Disease
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Which tools of diagnostic testing for biliary disease do you have access to in your ED? Which ones do you use most often?
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Quiz: Module 3: Lesson 2: Small Bowel Obstruction
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Explain briefly why strangulation is the most lethal complication of small bowel obstruction.
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Quiz: Module 3: Lesson 2: Massive Gastrointestinal Bleeding
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Is any one cause of massive gastrointestinal bleeding more common than the others in your country/region? If so, what population tends to be most affected by this?
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Quiz: Module 3: Lesson 2: Mesenteric Ischemia
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Imagine you had to describe mesenteric ischemia to someone with no medical knowledge. How would you explain this disease in simple terms?
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Quiz: Module 3: Lesson 2: Perforated Viscus
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe why cases of perforated viscus have a mortality rate of 30-50%, even with appropriate surgical and post-surgical care.
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Quiz: Module 3: Lesson 3: Poisonings
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Think about the cases of poisonings you have seen in the ED. Are the majority of them intentional or accidental poisonings? Does your answer surprise you in any way?
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Quiz: Module 3: Lesson 3: Burns and Smoke Inhalation
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Students mustViewStart discussions: 1
What are some of the most difficult or challenging aspects about treating patients for burns and/or smoke inhalation?
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Quiz: Module 3: Lesson 3: Envenomation
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
How often do patients present to your ED with envenomation? What are the most typical causes of envenomation in your country/region?
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Quiz: Module 3: Lesson 3: Heat Related Illnes
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
In simple terms, describe the differences between classic heatstroke and exertional heatstroke. Which is more common in your country/region?
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Quiz: Module 3: Lesson 3: Hypothermia
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Outline the reasons why shivering is present in patients with mild hypothermia, but not in patients with moderate or severe hypothermia.
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Quiz: Module 3: Lesson 3: Drownin
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Give an example of secondary drowning. If you describe a case you have actually witnessed, do not use any identifying information about the patient or the case.
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Quiz: Module 3: Lesson 4: Altered Mental Status
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Discuss some of your preferred methods of gathering information about a patient presenting to the ED with altered mental status.
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Quiz: Module 3: Lesson 4: The Agitated Patient
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Have you ever encountered a patient in the ED who made you fear for your safety? How did you handle the situation? Do not use any identifying information.
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Quiz: Module 3: Lesson 4: Suicidal Patient
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are the most challenging aspects of evaluating and treating a suicidal patient?
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Students mustViewComplete the activityReceive a gradeTo access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
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Quiz: Module 3: Lesson 5: Headache
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some of the most severe symptoms you have seen in a patient presenting with headache? Make sure not to use any identifying details.
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Quiz: Module 3: Lesson 6: Respiratory DistressTo access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3. -
Students mustViewStart discussions: 1
What is the average age of patients presenting with respiratory distress in your ED? What are some reasons that might explain this average age?
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Quiz: Module 3: Lesson 6: AsthmaTo access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3. -
Students mustViewStart discussions: 1
How would you explain asthma in simple terms to the parent of a newly-diagnosed child? What kind of questions do you think they might have about asthma?
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Quiz: Module 3: Lesson 6: COPD
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
The vast majority of COPD cases are due to smoking. Comment on the ethical debate about treating a patient suffering from COPD who continues to smoke.
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Quiz: Module 3: Lesson 6: Pneumonia
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What should you do differently when treating an immune-compromised patient for pneumonia?
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Quiz: Module 3: Lesson 6: Pneumothorax
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some of the greatest dangers related to mis-diagnosing a pneumothorax or leaving it untreated?
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Quiz: Module 3: Lesson 7: Shock
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe the most typical treatments for hypovolemic shock in your country/region.
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Quiz: Module 3: Lesson 7: Trauma
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
How are you affected emotionally when you are exposed to a trauma patient in the ED?
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Quiz: Module 3: Lesson 7: Sepsis
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What is the most typical presentation of sepsis in your ED?
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Quiz: Module 3: Lesson 8: Hyperglycemia
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some co-existing illnesses that may precipitate diabetic ketoacidosis or hyperosmolar hyperglycemic state? How common are these illnesses in your country/region, and what populations do they typically affect?
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Quiz: Module 3: Lesson 8: Hyperkalemia
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What are some of the most common differential diagnoses of hyperkalemia in your country/region?
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Quiz: Module 3: Lesson 8: Hypoglycemia
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe why it is important to consider hypoglycemia in a patient presenting to the ED with altered mental status, and how the patient could be affected.
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Quiz: Module 3: Lesson 8: Thyroid Storm
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Thyroid storm is a rare condition. If you have encountered this disease in your practice, describe (without using any identifying information) the patient's condition when they first presented to the ED, and how you diagnosed and treated the disease.
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Quiz: Module 3: Lesson 9: Ectopic Pregnancy
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Explore the reasons why smoking is a risk factor for ectopic pregnancy.
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Quiz: Module 3: Lesson 9: Pelvic Inflammatory Disease and Tubo-ovarian Abscess
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Are there any cultural issues in your country/region surrounding male doctors treating female patients for gynecologic diseases like PID and TOA?
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Quiz: Module 3: Lesson 9: Ovarian Torsion
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What is the most difficult or challenging aspect of diagnosing ovarian torsion in the ED?
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Quiz: Module 3: Lesson 9: Testicular Torsion
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Explain why different age groups are differently affected by testicular torsion, torsion of testicular appendage, and epididymitis.
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Quiz: Module 3: Lesson 10: Ischemic Stroke
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Outline some reasons why it is so important to meet the time limit of three hours between symptom onset and delivery of thrombolytics. What could happen to the patient after this time limit?
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Quiz: Module 3: Lesson 10: Intracranial Hemorrhage
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Imagine that two parents bring their infant to your ED with symptoms of subdural hematoma. Upon examination, you suspect that this is due to physical abuse ('Shaken Baby Syndrome').
Who would you need to inform of this situation (e.g., your supervisor, a social worker, etc.)?
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Quiz: Module 3: Lesson 10: Meningitis & Encephalitis
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
What is the mortality rate of bacterial meningitis in your country/region?
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Quiz: Module 3: Lesson 10: Seizure & Status Epilepticus
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Imagine that a patient has been treated for recurring seizures in your ED, and you have determined that medication non-compliance is the primary factor behind the patient's seizure. What could you do in order to increase the patient's medication compliance, both immediately and in the long-term?
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Competencies covered in this module:
- Perform the procedures listed in the Data supplement S2 of the Emergency Medicine Clerkship Curriculum. In addition to proper technique, the focus should be given to recognizing the indications, contraindications, and complications associated with each. The student should be able to discuss aftercare and reasons to return for further evaluation with the patient.
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Students mustMark as done
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review the materials related to the insertion of an intravenous catheter along with any institutional specific policies and procedures with you and guide you in the practice of establishing intravenous access.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity pass/fail. -
Quiz: Module 4: Lesson 1: IV Access
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustViewStart discussions: 1
Have you ever had a patient become frustrated with an unsuccessful attempt to insert an IV? Describe this experience. Do not use any identifying information.
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Students mustMark as done
Review only the sections regarding intraosseous access.
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Students mustMark as done
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Students mustMark as done
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Quiz: Module 4: Lesson 1: Intraosseous Access
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Quiz: Module 4: Lesson 1: Central Line Insertion
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/2.
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review the materials related to the insertion of a central venous catheter along with any institutional specific policies and procedures with you and guide you in the practice of the insertion of a central venous line.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
If you had to give three pieces of advice to a student about central line insertion, what would you say?
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Quiz: Module 4: Lesson 2: Airway Establishment and Control
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustViewStart discussions: 1
What are three key pieces of advice that you wish the general public would know about the Heimlich maneuver?
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Quiz: Module 4: Lesson 2: Basic Airway Management
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF1/1.
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Students mustViewStart discussions: 1
Name three possible negative consequences the patient may face if airway management fails to precede all other treatments.
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review the institutional specific policies and procedures for bag-mask ventilation with you along with the proper positioning of the patient. Ask him/ her to guide you in the practice of ventilating a patient using this method and practice this skill until you are comfortable.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Quiz: Module 4: Lesson 2: Airway Management
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustMark as done
Ask your supervisor to review the materials related to the insertion of airway adjuncts along with any institutional specific policies and procedures with you and guide you in the practice of the insertion of airway adjuncts.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Quiz: Module 4: Lesson 2: Advanced Airway Management
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe the correct head and neck position for airway management, and why this position is important.
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Students mustView
Go through this entire module
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Quiz: Module 4: Lesson 3: Cardiac Monitoring
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Students mustMark as done
Ask your supervisor review and demonstrate the application of a 12 lead cardiac monitor to obtain an EKG with you, including institutional policy and procedure. Ask him/ her to guide you in the application of the monitor.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
Describe two ways in which supraventricular tachycardia can be distinguished from ventricular tachycardia.
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Students mustViewStart discussions: 1
What are the biggest challenges or difficulties you've had in learning to interpret ECGs?
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Students mustView
Review section on AEDs
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review and demonstrate the application and use of an AED with you, including institutional policy and procedure. Ask him/ her to guide you in the application and use of an AED.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
How common are AEDs outside of your hospital (e.g., are they commonly available in airports, casinos, or in private residences)?
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Students mustView
Review the section on defibrillation
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Students mustViewMake a submissionReceive a grade
Ask your mentor to review the operation of the defibrillator available at your institution with you along with along any relevant institutional specific policies and procedures. Ask him/ her to guide you in the use of the defibrillator.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Quiz: Module 4: Lesson 3: Defibrillator
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustView
Read the webpage to learn how to perform chest compressions.
For supplemental learning, view the image.
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Quiz: Module 4: Lesson 3: CPR
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustMark as done
Ask your supervisor to review, demonstrate and guide you in the performance of chest compressions.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
Have you ever had to perform CPR in a situation outside of your ED or other medical setting? If so, describe this experience without using any identifying information.
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Quiz: Module 4: Lesson 4
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustViewStart discussions: 1
What can you do to relieve a patient's discomfort when inserting a nasogastric tube?
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review the materials related to the insertion of urinary catheters along with any institutional specific policies and procedures with you and guide you in the practice of the insertion of a urinary catheter.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Quiz: Module 4: Lesson 5
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustViewStart discussions: 1
What can the physician do to reduce some of the risks associated with catheterization?
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Quiz: Module 4: Lesson 6: Dislocations
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review and demonstrate casting/splinting principles with you, including institutional policies and procedures. Ask him/ her to guide you in the application of a splint.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
What are some of the greatest challenges about applying a cast on young children?
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Quiz: Module 4: Lesson 7
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 3/4.
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Quiz: Module 4: Lesson 8: Trauma
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe why the pelvis is an important area to assess during a primary survey in trauma.
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Students mustView
Read the entire article
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to demonstrate and guide you through proper C-spine immobilization, including institutional policy and procedure.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
There is a misconception that applying a cervical collar protects the patient's entire spinal cord. Explain where this misconception comes from, and whether it persists in your ED today.
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Quiz: Module 4: Lesson 8: Abdominal Trauma
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Is ultrasound available in your ED?
If so, in what ways does it help you to evaluate abdominal trauma?
If not, how does it hinder your ability to evaluate abdominal trauma?
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Students mustView
Read this section only
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Quiz: Module 4: Lesson 9: Preparation
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 1/1.
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Students mustViewStart discussions: 1
How common is tetanus prophylaxis in your country/region? What is the impact of tetanus in your area of the world?
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Students mustView
Read the section on local anesthetics and local infiltration
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Quiz: Module 4: Lesson 9: Anesthesia
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review, demonstrate and guide you in the performance of local anesthetic infiltration administration, including institutional policy and procedure.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
What are some of the greatest challenges in learning how to properly perform local anesthetic infiltration?
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Students mustView
Read this section only
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Students mustView
Read the section Investigating for Possible Foreign Body
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Quiz: Module 4: Lesson 9: Wound Management
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
Describe sterile technique, and what could happen if the physician fails to follow sterile technique.
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Students mustViewStart discussions: 1
What are some of the risks associated with not examining a wound due to a foreign body within 24 hrs?
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Students mustView
Go through the rest of this module, reading the text and watching the videos. Note: Parts of this module were already read ("Wound considerations" and "Wound antisepsis and sterile technique").
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Students mustViewMake a submissionReceive a grade
Ask your supervisor to review, demonstrate and guide you in the practice of suture placement, including institutional policy and procedure.
Click on the submit button and write one sentence that indicates you have performed this activity. If for some reason you cannot perform the activity, please indicate that and the reason why you were unable to perform the activity. Your mentor will grade your activity on a pass/fail basis.
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Students mustViewStart discussions: 1
How can a co-existing illness like diabetes affect healing times?
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Competencies covered in this module:
- Recognize when patients should be appropriately referred to the emergency department.
- Recognize the role of the emergency department in the community, including access to care and its impact on patient care.
- Understand the indications, costs, risks, and evidence behind commonly performed emergency department diagnostic procedures.
- Recognize the importance of arranging appropriate follow-up plans for patients being discharged from the emergency department.
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Students mustMark as done
Read the entire document
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Students mustView
Read the following sections: (15 minutes)
- Introduction
- Discussion -
Students mustViewStart discussions: 1
Step 1: Review the 3 case studies from the University of Edinburgh Social Work and select one for the completion of this assignment.
Step 2: Imagine that the individual from your chosen case study resides in your area.
Step 3: Identify 2 community resources that could benefit this individual.
Step 4: Create a discussion post that describes how these resources will promote the health of the patient and improve their quality of life. Give your post the title of your chosen case study ( ex: Case Study 1, Case Study 2 or Case Study 3)
Step 5: Review the post of one of your peers who selected a different case study and suggest one additional resource and how it can be incorporated into the patient's plan of care.
OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Students mustView
Download the PDF version of the article by clicking on the appropriate link. Then, review the tables on pages 3 and 4. Note that these are estimates in Canadian hospitals.
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Quiz: Module 5: Lesson 3
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TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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Students mustViewStart discussions: 1
How important is it for physicians to know about the cost of medical services in their country?
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Quiz: Module 5: Lesson 4
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 2/3.
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To take the final exam, you must complete all quizzes and complete all the required activities.
To access the exam, click on the name of the exam provided above. On the following screen, click the Attempt Quiz button to respond to the questions.
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Final Exam Quiz
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Self Evaluation QuestionnairePlease take the time to reflect on how you would evaluate yourself as a learner.
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