REQUIRED EMERGENCY
MEDICINE SUBINTERNSHIP
|
Each
student is expected to:
Patient Care
1. Obtain an accurate and problem focused history and perform a focused physical examination for each patient encounter. PC-1, 2, 6
2. Formulate an appropriate plan including therapeutic interventions, diagnostic tests, and management practices. PC-3, 4
3. Care for patients across a range of social backgrounds. PC-7
4. Collaborate within a health-care team in a mature and collegial manner. PC-8
5. Recognize and initiate management of life-threatening conditions. PC-10
6. Demonstrate an understanding of the indications, contraindications, equipment required, safety, and technique for a variety of commonly performed procedures. PC-11
Medical Knowledge
1. Apply a fund of medical knowledge and an understanding of the pathophysiologic principles of disease and apply this in an appropriate fashion to the patients they encounter. MK-3
2. Demonstrate a comprehension of the utilization of, and appropriately interpret, commonly performed interventions and diagnostic studies used in the emergency department. MK-6, 7
3. Develop and assist with the assessment of patients and implementation of management plans including reevaluation, following up on all diagnostic studies ordered, and disposition in a timely fashion. MK-7
4. Develop an appropriate case specific differential diagnoses for each patient they encounter. MK-8
Practice-Based Learning and Improvement
1. Identify strengths and weaknesses in knowledge and skills and demonstrates the ability to respond to constructive feedback. PBLI-1, 3
2.
Demonstrate effective use of educational resources to
optimize patient care. PBLI-2
Interpersonal and Communication Skills
1. Obtain an accurate and complaint-oriented history and perform a focused examination in a respectful manner that facilitates rapport with the patient. ICS-1
2. Present accurate and succinct case presentations in a clear, concise and organized fashion and document such as instructed by the course director. ICS-2, 4, 5, PC-1
3. Transition care to appropriate team members in a concise and safe manner. ICS-3
4. Communicate with consultant physicians, admission teams, and other health-care members in a clear, concise, organized and respectful fashion. ICS-4
5. Communicate effectively with
patients and families regarding plan of care and appropriate lifestyle
modifications. ICS-6, 7, 8
Professionalism
1. Conduct themselves in a professional manner while working in the emergency department.
a. Model behaviors of professionalism include, but are not limited to the following; treats all patients, families, and staff with respect, protects the patient’s confidentiality, adheres to appropriate dress code (no tee shirts, sweat shirts, blue jeans, etc.), arrives on time for work, demonstrates honesty, empathy, reliability, dependability, and provides compassionate care. PR-1, 2, 3, 4, 7, 8
Systems-Based Practice
1. Recognize the role of emergency medicine in the community at large including access to care and its impact on patient care. SBP-2
2. Advocate for quality patient-care and assist the patient in dealing with the complexities of the health care. SBP-3, 4
The clerkship directors of emergency medicine have identified the following conditions that students should be exposed to:
1. Abdominal pain
2. Altered mental status
3. Cardiac arrest
4. Chest pain
5. GI bleeding
6. Headache
7. Poisoning
8. Respiratory distress
9. Shock
10. Trauma
Required Diagnoses |
Clinical Setting |
Level of Student Responsibility |
Alternative Experience/Requirement |
Abdominal Pain (e.g. appendicitis, biliary disease, bowel obstruction, massive GI bleed, mesenteric ischemia, perforated viscous) |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com Abdominal pain module and SAEM test |
Altered Mental Status (e.g. acute stroke, intracranial hemorrhage, meningitis, status epilepticus, headache, poisoning/ingestion) |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com altered mental status module and SAEM test |
Chest Pain (e.g. abdominal aortic aneurysm, acute coronary syndrome, heart failure, aortic dissection, pulmonary embolism) |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com chest pain module and SAEM test |
Sepsis/evaluation for sepsis |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com sepsis module and SAEM test |
Pelvic Pain (e.g. ectopic pregnancy, PID/TOA , testicular/ovarian torsion) |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com pelvic pain module and SAEM test |
Cardiac arrest |
Simulation |
Actively participate in simulated patient care |
cdemcurriculum.com cardiac arrest module and SAEM test |
Shock |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com shock module and SAEM test |
Respiratory Distress |
Outpatient |
Actively participate in patient care |
cdemcurriculum.com shortness of breath module and SAEM test |
Trauma |
Outpatient |
Actively participate in patient care |
Cdemcurriculum.com trauma module and SAEM test |
Required Procedures |
Clinical Setting |
Level of Student Responsibility |
Alternative Experience/Requirement |
Airway Management |
Outpatient |
Observe and discuss |
Simulation |
Interpret Cardiac Monitor |
Outpatient |
Perform Procedure |
Simulation |
Start IV / venipuncture x3 |
Outpatient |
Perform Procedure |
Simulation |
Obtain 12-Lead EKG x3 |
Outpatient |
Perform Procedure |
Simulation |
Place patient on Monitor |
Outpatient |
Perform Procedure |
simulation |
Start an Ultrasound-guided IV |
Outpatient |
Observe and discuss |
simulation |
Standard DUCOM clinical assessment tool
· Currently using electronic, daily shift cards
Grade
· Clinical via Shift Cards: 70%
· Exam: 30%
o SAEM - concern of students taking the exam more than once
o Must get greater than 2 SD above mean to be eligible for honors
20180524