Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.

Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.

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.

Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.

Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.

Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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

Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.

Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.

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.

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.

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

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

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.

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.

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

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):

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

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):

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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):

Develop an approach to undifferentiated abdominal pain. Describe early management of abdominal pain.

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):

By the end of the session you should be able to: Develop a differential diagnosis and choose appropriate initial tests and list early management strategies for: Adult Chest Pain; Pediatric SOB (shortness of breath) and wheeze.

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)

Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.

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

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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.

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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.

Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.

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

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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)

Define shock and the various categories of shock. Describe the assessment and treatment of the different types of shock. Describe the definition, diagnosis, and management of sepsis.

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

Develop a broad differential diagnosis to rule out life/limb threatening pathologies, consider early investigations and management for the following presentations: Headache; Altered mental status; Weakness. Know when to call the interventional stroke team.

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)

Define basic concepts of toxicology. Review relevant pathophysiology. Develop a clinical approach to the poisoned patient. Discuss illustrative cases of typical scenarios.

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)

Describe the roles of the trauma team members. Describe the ABCDE approach to the trauma patient. Know 5 diagnoses not to miss in the primary survey. Know the types of IV fluid to use in a trauma resuscitation. Describe the utility and limitations of investigations used in the primary survey. Use the “rule of 9’s” to calculate burn area percentage. Use the Parkland formula to estimate IV fluid requirements of a burn patient.

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).

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

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

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

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

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

Wound care procedural skills. Wound assessment, focused history and physical. Geography of the wound. Wound preparation. Local anaesthetics. Infiltration technique. Cleansing. Wound closure. Sutures.

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

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.

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).

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.

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 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.

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).

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.

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.

To learn how to approach common imaging in the emergency department. A review of: Salter Harris Classification; MSK Xrays (shoulder, elbow, wrist, ankle, foot); C-spine xrays; CXR; Abdominal Xray; FAST U/S; CT Head

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

To learn how to approach common imaging in the emergency department. A review of: Salter Harris Classification; MSK Xrays (shoulder, elbow, wrist, ankle, foot); C-spine xrays; CXR; Abdominal Xray; FAST U/S; CT Head

EM Medical Expert technical skills interpretation.

Demonstrate competency in performing the following interpretive skills

To learn how to approach common imaging in the emergency department. A review of: Salter Harris Classification; MSK Xrays (shoulder, elbow, wrist, ankle, foot); C-spine xrays; CXR; Abdominal Xray; FAST U/S; CT Head

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.

By the end of the session you should be able to: List the scope of practice for emergency responders (fire, paramedics); Describe the purpose of the Regulated Health Professions Act; Give a definition of “delegated act” with respect to paramedicine; Describe the difference between on-line and off-line medical direction; List the elements for termination of resuscitation in the field.

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.

By the end of the session you should be able to: List the scope of practice for emergency responders (fire, paramedics); Describe the purpose of the Regulated Health Professions Act; Give a definition of “delegated act” with respect to paramedicine; Describe the difference between on-line and off-line medical direction; List the elements for termination of resuscitation in the field.

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.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

How to present a patient history in an organized manner.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

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.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

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.

Rotation road map, expectations, evaluation, approach to clinical decision rules, how ER docs think, charting, oral presentations in the ED, approach to the undifferentiated patient, prescriptions, when to call the coroner, mandatory reporting.

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.

An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.

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.

An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.

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.

An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.

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.

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.

An end of rotation ethics and debriefing session that will review the following: rotation debriefing, ethical scenarios (capacity, consent), critical incident stress debriefing, breaking bad news, burnout and physician wellness.

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.