Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

AFMC Entrustable Professional Activity for the Transition from Medical School to Residency

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

AFMC Entrustable Professional Activity for the Transition from Medical School to Residency

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

AFMC Entrustable Professional Activity for the Transition from Medical School to Residency

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Be able to identify and define anaphylaxis. Know how to manage a patient with an acute anaphylactic reaction in the Emergency Depatment.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

EM CYOA mandatory module. Chest pain. Mrs Nah is a 55 year old female with a history of smoking and hypertension who is presenting to your emergency department with a 3 hour history of crushing retrosternal chest pain that radiates into her neck and back. She has some shortness of breath. She has no cough or fever, no nausea or vomiting and no abdominal pain. She feels faint.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Be able to identify and define status epilepticus. Know how to manage a patient presenting with seizure in the Emergency department.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Cardiac Arrest. Identify four key rhythms seen in cardiac arrest. Identify reversible causes of cardiac arrest. Become familiar with medications used in cardiac arrest. Bradycardia. Define bradycardia. List causes of bradycardia. Become familiar with the ACLS algorithm for unstable bradycardia. Tachycardia. Become familiar with the ACLS algorithm for tachycardia. Be able to classify tachycardias.

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Understand the ABCDE approach to the management of the trauma patient. Recognize types of shock in the trauma patient (i.e. hypovolemic/hemorrhagic and obstructive shock). Identify resuscitative priorities and recognize life threatening injuries that require immediate management. Describe the roles of the members of the trauma team.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate an approach to patients presenting to the ED with the following problems listed below (including basic differential diagnosis, initial investigations, and initial treatments)

In this module you'll learn about the approach to the red eye.

Demonstrate an approach to patients presenting to the ED with the following problems (including basic differential diagnosis, initial investigations, and initial treatments):

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate the components of basic airway maneuvers including bag-valve mask, oropharyngeal / nasopharyngeal airway and positioning. Describe the steps of airway management including rapid sequence intubation. Describe predictors of a difficult airway. Recognize impending airway compromise.

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate the components of basic airway maneuvers including bag-valve mask, oropharyngeal / nasopharyngeal airway and positioning. Describe the steps of airway management including rapid sequence intubation. Describe predictors of a difficult airway. Recognize impending airway compromise.

Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Demonstrate the components of basic airway maneuvers including bag-valve mask, oropharyngeal / nasopharyngeal airway and positioning. Describe the steps of airway management including rapid sequence intubation. Describe predictors of a difficult airway. Recognize impending airway compromise.

Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.

Demonstrate competency in performing the following procedural skills (including indications, contraindications).

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

EM Medical Expert technical skills interpretation.

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

Demonstrate competency in performing the following interpretive skills

Learn and demonstrate proper BLS (basic life support) skills. Learn importance of CPR in ACLS algorithms and demonstrate effective CPR. Describe the functions of the zoll machine (defibrillation, synchronized cardioversion and pacing). Learn proper lead and pad placement and safe defibrillation.

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

EM Medical Expert technical skills interpretation.

Describe airway anatomy. Recognize a patient in respiratory distress. Recognize a patient who’s airway is at risk. Employ basic airway interventions on a mannequin. Demonstrate definitive airway management on a mannequin.

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

Become familiar with the Canadian Triage and Acuity System (CTAS) prior to the triage shift in Emergency medicine clerkship.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

How to present a patient history in an organized manner.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. What knowledge did you take away from your Triage experience?

Log all patients triaged on the triage shift. The triage nurse with whom you completed this activity is to sign off on this activity at the end of your shift.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.

The goal of the reflective pieces is to introduce the concept of self-reflection and evaluation, with the aim of improving future practice. It may be difficult to reflect on the breaking bad news piece if you did not have a chance to witness such an event. You may then want to focus on some other aspect of difficult communication with patients/families, such as end of life care or advance directives. Advocacy reflection opportunities are abundant in the ED. There are a myriad of challenges in taking care of patients, such as discharge planning, home supports, language/cultural barriers, accessing timely diagnostic tests or consultations, socioeconomic problems, etc. You can choose to reflect and write upon any of these or other experiences and how it impacted your care on your patients.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

By the end of this session students should be able to: Critically appraise at least one clinical decision rule or tool fully and be able to explain its application and limitations; Identify the role of clinical decision rules in the management of key disorders presenting to the emergency department; Discuss the role of clinical decision rules in ensuring judicious use or preventing misuse of certain outcomes, such as diagnostic test usage (e.g. PERC to decrease use of D-Dimer, or some of the Ottawa rules for decreasing X-rays); Deliver an effective oral presentation; Critique peers’ presentations and presentation style.

The purpose of the Essential Clinical Experience is to ensure that all students cover high-priority areas longitudinally throughout clerkship.

By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.

By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.

By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.

By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.

By the end of the session learners should be able to: Understand and recognize core ethical principles (autonomy, beneficence, non-maleficence, justice) as they relate to emergency medicine. Develop an approach to recognizing and responding to ethical issues in clinical practice using a decision-making framework. Describe broad ethical and legal principles underlying informed consent and capacity. Be familiar with CPSO policy on mandatory reporting. Participate in a group based End of Rotation Debriefing session. Have an opportunity to discuss and reflect on any difficult or stressful clinical scenarios while on your rotation.