ME535M.11

Introduction to Emergency Medicine

Sites: MTAH
Director(s): Peter Clardy, Jason Imperato
Prerequisites: HMS Principal Clinical Experience (Core Clinical Clerkships) or equivalent
Offered: Full time every month.
Location: MTAH - Mount Auburn Hospital (11)
Open to Exclerks: US/Canadian
Description: This course is designed to give students a comprehensive experience in Emergency Medicine. The student will evaluate and manage patients that present to the ER under the supervision of the attending physician. They will be responsible for taking histories, performing physical examinations, ordering laboratory and radiology studies, and implementing treatment plans as guided by the attending physician. Students will have the opportunity to evaluate a wide variety of patients from lower acuity patients, complicated medical and surgical patients, to experience treating more critically ill patients. The students will also be able to observe and perform simple procedures such as laceration repairs and incision and drainage of abscesses as well as more advanced procedures such as arterial blood gas, lumbar puncture and central line insertion. The majority of teaching will be bedside teaching by the attending physician supplemented by a comprehensive didactic series offered monthly in collaboration with physicians from Mount Auburn Hospital, Beth Israel Deaconess Medical Center, Brigham and Women's Hospital, and Massachusetts General Hospital. This didactic series also includes sessions in simulation and procedure competency thereby offering an outstanding learning opportunity for students to practice their skills.
Incorporation of Basic Science Content and Evidence-Based Medicine:
Emergency Mediine is driven by evidence-based medical practice. Bed-side teaching will focus on the best medical practices as dictacted by evidence-based literature. Furthermore, the didactic sessions will focus on similar evidence-based medicine.
Grade Criteria:
Honors with Distinction: The Honors with Distinction grade will be awarded to students who are deemed to be clinically outstanding, have an exceptional fund of knowledge, and demonstrate superior interpersonal and communication skills and professionalism, as well as a commitment to practice-based learning. It is anticipated that approximately one-third of students will achieve the Honors with Distinction grade. In addition, consideration for a Honors with Distinction grade will require the production of a scholarly work by the student. Honors: The majority of students are expected to achieve the Honors grade. To do so, a student must demonstrate sound medical knowledge and its application in the clinical setting; compassionate, appropriate and effective patient care; professionalism; an affinity for practice-based learning and improvement; and effective interpersonal and communication skills. An Honors student performs thorough and efficient histories and physical exams, delivers succinct yet complete patient presentations, generates appropriate differential diagnoses and management plans, reliably carries through on care plans, communicates effectively with the healthcare team and patients, and independently engages in practice-based learning. Satisfactory: Examples of performance meriting a Satisfactory grade include: performing histories and physical exams that are in general complete but occasionally miss relevant details, exhibiting a passable depth of medical knowledge, delivering verbal presentations that convey relevant material but that are sometimes rambling or disjointed, demonstrating an immature ability to formulate a differential diagnosis or follow through on a plan of care, employing adequate communication skills, demonstrating a modest interest in practice-based learning and improvement. Unsatisfactory: Examples of performance meriting an Unsatisfactory grade includes, but is not limited to: performing histories and physical exams that miss important details or require excessive time to complete, delivering patient presentations that do not focus on the clinical situation at hand or that lack relevant information, demonstrating an inability to generate appropriate differential diagnoses or carry out patient plans, exhibiting superficial medical knowledge without a demonstrated interest to develop a deeper knowledge base, utilizing ineffective communication skills, engaging in unprofessional or dishonest behavior, failing to show up for lectures.