CAEP13 and Social Media

The Canadian Association of Emergency Physicians (CAEP) will be holding its annual conference from June 1st-5th in Vancouver.

As far as I know, CAEP13 will be the first Canadian emergency conference that has put effort into establishing a social media presence. CAEP_docs has promised some live-tweets and the #CAEP13 hash-tag has been set up with twubs.com. However, I think the success or failure of CAEP’s first venture into the world of social media will depend largely on how well it is received. The more people that engage, the more CAEP will consider social media a valuable component of their conference, and the more we’ll see of it in the future.

And so:

I would like to call on the Canadian EMCC FOAMites that will be attending CAEP13 to help get it on the social media map! I hope this post is only one of the many FOAM mentions there will be about the conference and that all of the tweeters present contribute live-tweets from their presentations. Personally, I will be live-tweeting primarily on behalf of ALIEM‘s new conference handle, ALIEMconf. If you are not following it yet, you should!

Also, I think it would be awesome if all of the SM-engaged medical students, residents and emergency physicians at the conference were to meet up. SM should make it easy to organize something spontaneous if there is interest. If you’d be up for meeting let me know in the comments, on twitter, or find me at the conference. I know Ken Milne (The SGEM), Nadim Lalani (ERMentor), Chris Bond (SOCMOB) and Eve Purdy (Manu et Corde) are all attending and up for it, so we have a start.

Regardless of whether or not an informal gathering happens, if you read my blog I’d like to meet you. Please come say hi!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

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CaRMS Application Preparation

It seems like match season only just finished. And yet, as the last of the Saskatchewan snow drifts left us, a new crop of medical student clerks (or, as we call them on the prairies, JURSIs) began preparing to sweat through the annual ritual they had been hearing stories about since their earliest premed days: CaRMS. Of course, with CaRMS season comes more mentorship posts. In January/February of this year I wrote a lot about CaRMS interviews for the class of 2013 with posts on pre, intra and post interview periods as well as reference letters.

My blog wasn’t around during the application portion of the 2013′s CaRMS cycle, so I missed writing about this part of the process. When Chris Byrne (the medical student guest author of this great knowledge translation piece on point-of-care ultrasound) requested a mentorship post on CaRMS applications I decided to get right back into it. This post on CaRMS application preparation will focus explicitly on letting you know what information you will need to enter into the portal when it opens on September 4th. It will be followed by a post on CaRMS application optimization later this year.

I think this will be useful because many of you will find yourselves on busy rotations or away on electives when the CaRMS portal opens. I remember being on a busy General Surgery rotation at the time and finding it time-consuming to look up and/or write up all of the information that the CaRMS application requested. I kept thinking that if I had only known beforehand what I would need I could have recorded it as I went through clerkship. Hopefully this will save some of you from that situation and give you more time to procrastinate on your personal statements ;)

What is a CaRMS Application?

A CaRMS application consists of the information that is submitted by every student applying no matter what specialty they are applying to. Basically, it looks like a long CV in a standardized format. Every program that you apply to sees it so it cannot really be customized to a particular program. In general, if you have a detailed CV you will have most of the information that you need to fill it out. However, there were a few things that I had not included on my CV that I had to look up or write. In particular, getting the descriptions of my activities just right took a lot of time.

Based only on my anecdotal recollections, the information that CaRMS requests for their application has been fairly stable over the years that I have applied and reviewed (2010-2013). With the additional disclaimer that I have no idea if they have/will change anything for this year, I hope you can use this information to get yourself just a bit more prepared than I was.

What does the CaRMS Application ask for?

The parts of the application that you may not have on-hand involve elaboration about what you have done over the last number of years. While the personal information and educational history sections are straight forward, other sections ask for things that I had to go look up. The information that I think it would be helpful to start gathering now so you’ll be ready to hit the ground running is below. You could also consider writing out brief descriptions of each item so you do not have to do that later. The majority of my descriptions were around 50 words. I’m not sure if there is a cap, but I wouldn’t recommend writing a whole lot more than that.

Electives - dates you did them, location, names of your supervisors, descriptions of your experiences (ie – Emergency Medicine, Best University, Dr. Awesome, During this I elective I learned this and got experience with that and blah blah blah)

Other Professional Training / Certifications – dates you got them, descriptions of unfamiliar certifications (ie – CPR, ACLS, Lifeguard, Accounting, whatever you think fits)

Work experience – month/year you worked there, company you worked for, address of the company, description of your job

Publications/Presentations – date published, conference or journal/volume/pages, author list, publication type (this is specifically for your publications and presentations)

Research experience – month/year you did the research, title of research project, names of your supervisors, description of your research (when/what you did as a research job to get your publications and presentations)

Volunteer experience - month/year you did it, organizations you volunteered with, location of the volunteering, position with the organization, description of your volunteering

Activities & Interests / Awards – this section allows substantially more room to write about Professional Associations, Memberships and Committees  (ie – CAEP, student societies)/ Accomplishments and Interests (ie – cooking, scuba diving, climbing Everest, whatever it is that med students do these days) / Honours and Awards (ie – scholarships, research prizes, extracurricular awars)

Conclusion

This is not groundbreaking stuff. However, it is basic information that I think will help the type A med students that read my blog to start preparing for CaRMS a bit earlier and make the application component of the process a bit less stressful. This would be an easy thing to start from day one of medical school. Building as you go would just leave some simple editing for fourth year when you will be busy with clerkship.

Of course, this is not the only think you will put together for CaRMS. Personal letters (will link to a blog on this when I write it!), reference letters and interviews are also very important parts of the application package and process.

If you think your classmates would benefit from this post please share it! If you want to make sure you catch the next chapter on this subject (CaRMS Application Optimization) later this year you can follow my rss feed, follow me on twitter, like BoringEM on facebook or sign up for e-mail delivery of BoringEM posts in the column on the right.

Thanks for reading!

Peer reviewed by: Danica Kindrachuk, Eve Purdy & Chris Byrne

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post CaRMS Application Preparation appeared first on BoringEM and was written by .

Tiny Tips: START Protocol for Mass Casualty Triage

My residency program discussed the EMS chapters in Rosen’s tonight and went over the START protocol for triage in mass casualty incidents.

For the unacquainted, START stands for Simple Triage And Rapid Treatment. This protocol aims to make triage extremely fast and simple to allow first responders to quickly assess large numbers of patients. Triaged patients are clearly marked with colors (black = dead, red = immediate attention, yellow = delayed attention, green = minor injuries).

As a mass casualty protocol may need to be taught to a large number of people quickly, it also needs to be intuitive. Unfortunately, in looking over the description in Rosen’s, I didn’t find that to be the case. Anyone that has read about this system in the past would have reviewed a flowchart that looks something like this:

startflow1

Like some of the other Tiny Tips that I have/will publish, it is unlikely that emergency physicians will need to memorize this. However, it certainly could appear on a resident’s Board exam. My goal with the Tiny Tips is to find a way to remember things for these exams that I do not find intuitive. This flowchart definitely fit the bill.

A quick search found me the mnemonics 30-2-Can Do and RPM (Respirations, Perfusion, Mental Status) to help remember the criteria. This seems like a reasonable way to teach the system, but it didn’t stick with me very well. Instead, I decided to remember it by sticking with the absolute basics because the flowchart is really just the ABC’s complicated by arrows and colors. Here’s what my revised START flowchart looks like:

BoringEM START Tool

While this method of remembering the START triage system still requires memorization of some findings, I found that merging it with my regular assessment system (ABC!) was more intuitive than trying to remember an incomplete rhyme (30-2-Can Do) and relating those numbers to speed (RPM). Using the START protocol this way, the relationship between the criteria and the assessment of the ABC’s can be clearly seen.

This memory device, as well as the rest of the Tiny Tips, have been made into flashcards that can be downloaded and used as outlined on the Boring Cards page. Check them out!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post Tiny Tips: START Protocol for Mass Casualty Triage appeared first on BoringEM and was written by .

Tiny Tips – Altered Mental Status

Altered mental status is a frequent presentation with a very broad differential. Having a solid approach helps provide structure to the workup of a difficult group of patients.

IS IT MEAT is a common mnemonic for this presentation and the best one that I have come across (thanks to Nadim Lalani from ermentor.com for teaching it to me). Not only do the letters have fairly intuitive meaning, but they also provide a structural approach with IS IT representing intracranial causes while MEAT represents extracranial causes.

IS IT MEAT mnemonic

Medical students, the next time an attending asks you for a differential of altered mental status, bust out something like this:

Altered mental status can be caused by intracranial and extracranial pathology. Intracranial causes can include… while extracranial causes can include… Based on this patient’s presentation, I think x or y is the most likely but can’t forget about a, b or c because missing them could lead to a disastrous outcome.

And they’ll think you’re all clever and organized and stuff.

While it’s a very good acronym, there are unfortunately a few things it doesn’t mention that are important to consider. Specifically, hypertensive encephalopathy and post-ictal state do not have a place (although they can lead to or be the result of some of the other things on the list).

This memory device, as well as the rest of the Tiny Tips, have been made into flashcards that can be downloaded and used as outlined on the Boring Cards page. Check it out!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post Tiny Tips – Altered Mental Status appeared first on BoringEM and was written by .

Canadian FOAM of the Week 009: Sim and Choppers

Here we go again, it’s Canadian FOAM of the week episode 009 covering content posted since May 10th, 2013. What we may lack in quantity this week, we certainly make up for with quality in the featured posts.

Canadian FOAM of the Week: Sim and Choppers

Andrew Petrosoniak of Sim and Choppers is our FOAM of the week with his post on patient safety entitled “Patient safety strategies ready for primetime“. In this post, Andrew shares with us his thoughts on several recommendations published recently in the Annals of Internal Medicine on the use of checklists during critical patient care procedures.

Canadian FOAM: Honourable Mentions

  •  Eve Purdy has a couple of new posts up at Manu et Corde this week, the first is a fascinating discussion of how twitter/SoMe was integrated into a classroom dialog to enhance the learning environment and the second is part 2 of a fairly comprehensive list of “Neurology Resources for Medical Students“.
  • The SGEM brings us Episode #36 “Mac and CCBs” where Ken Milne answers the question “Do macrolides cause serious hypotension in patients on CCBs?”.

Canadian FOAM: Hat Tips

  • Danica Kindrachuk shares some entertaining vignettes from her attempts at studying neurology and other subjects over at Want2BeMD this week.

Author information

Joel D'Eath
Advanced Care Paramedic
I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...

The post Canadian FOAM of the Week 009: Sim and Choppers appeared first on BoringEM and was written by .

AnkiEM Evolution – Flashcard Exchange & Flashcards Deluxe

For the background on this project check out my post The AnkiEM Project. Basically, when I started making cards to review for my board exams I knew that I wanted to use a spaced-repetition flashcard tool (thanks to Chris Nickson‘s from Life in the Fast Lane for exposing me to this concept) and Anki seemed like the best bet. However, as I collected feedback from Eve PurdyAndrew TaggJoshua Power and Reuben Strayer I began to consider other alternatives. Specifically, I agreed with Joshua Power that it would be ideal for FOAMites to adopt a universal platform that would allow for sharing our flashcard decks. Anki was not ideal because it was unable to interact with any of the online flashcard sites or other apps, its interface left something to be desired, and the price for Apple users was prohibitive (>$20).

I figured that if I was going to invest all of this time making these flashcards, I better do it right the first time. The more of them I made the more difficult it would be to convert down the road. And so I began a search for the ultimate flashcard program. I had no idea what I was getting myself into.

There are a TON of flashcard programs and apps. So many, in fact, that a website was even made to with the sole purpose of comparing them! My first step was to define the features my “ideal” program would:

  • Incorporate spaced repetition
  • Multiplatform (Android/iPhone)
  • Compatible with other flashcard apps
  • Syncable with a cloud system
  • Great interface
  • 5-star user reviews
  • Affordable on all platforms
  • Allow for images

It took me quite awhile, but I think I found a combination of an app and website that can almost do it all.

The App: Flashcards Deluxe

Flashcards Deluxe is a boringly named multiplatform app with amazing reviews, an intuitive interface and great user reviews that incorporates spaced repetition. For easier flashcard-making, it is compatible with two prominent online flashcard repositories – Quizlet and Flashcard Exchange. It retails for a one-time cost of <$5 on the App Store and Google Play. While it does sync its spaced repetition data with Dropbox and/or Google Docs, the platforms that I prefer to make/edit my cards on does not automatically sync. This is a small inconvenience that I think is overcome by the benefits that come with using this app.

The Platform: Flashcard Exchange

As part of the switch, I’ve converted my flashcard decks to Flashcard Exchange. I chose this platform over Quizlet because it allows images to be used on the cards without additional fees. A bonus of hosting my cards on Flashcard Exchange is that they are easily downloadable to Flashcards Deluxe as well as most other flashcard apps. If you prefer another app to Flashcards Deluxe (or have already purchased one) it is likely that you will still be able to make use of cards hosted here.

Conclusion

I think this is a great way to go for my own studying and it is what I would recommend to any FOAMites considering making their own flashcards and willing to share. Within the next day or so, the AnkiEM Project page will undergo a renovation to reflect this switch. In the meantime, if you’re interested in checking out my decks (Rosen’s Chapters 145-155 are finished) you can download them off of Flashcard Exchange (just search BoringEM). In addition to the Rosen’s chapter reviews, I will also be making a deck summarizing the memory devices used in each of the BoringEM Tiny Tips.

I am still quite open to feedback on my app/website choices… but I don’t particularly want to convert to another entirely new platform!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

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Tiny Tip: The Effects of TCAs

This month I’ve been reading a lot of toxicology. While running through the Antidepressant chapter in Rosen’s I realized that I was definitely going to need help remembering the ridiculous number of pharmacological effects of TCAs. Practical? Not so much. A potentially esoteric exam question? Definitely.

This is the first BoringEM “Tiny Tip.” While most of my medical posts are quite long, I think there is some merit to occasionally going over something small and simple. “Tiny Tips” will outline mnemonics and other memory devices that I use as I start studying for my Royal College exams. They will also be summarized on a deck of “Memory Aids” that I will soon make available as part of the AnkiEM project.

Here’s what I came up with:

As outlined in Rosen box 149-1, the major pharmacodynamic effects of TCA’s affect neurotransmitters and ion channels. Acknowledging that 8 effects are not easy to remember, I reclassified them so that they’d fit the easy to recall mnemonic TCA and so that each letter would have 3 actions (I added the effect “Antidepressant” to balance things out). The potential complications of each effect in an overdose are outlined in brackets.

T is for “Thinker”

I know that’s not completely intuitive, but hopefully it’s odd enough for you to remember that it refers to TCAs brain/psychiatric effects. The Thinker effects of TCAs are:

1 – Indirect GABA antagonism (seizures)
2 – Serotonin reuptake inhibition (serotonin syndrome and agitated delirium)
3 – Norepinephrine reuptake inhibition (initial hypertension and agitated delirium)

C is for “Cardiac”

This one is a little more intuitive. The Cardiac effects of TCAs are:

4 - Na channel blockade in phase 0 of cardiac depolarization (wide QRS, impaired inotropy)
5 – K efflux blockade prolonging phase 3 of cardiac repolarization (long QT)
6 – Alpha-1 adrenergic blockade causing vasodilation (hypotension)

Action_potential_ventr_myocyte

A is for “Anti.”

The anti-something effects of TCAs are:

7 – Anticholinergic (delirium, seizures, sedation, coma, prolonged gastric emptying)
8 – Antihistamine (I don’t believe this causes any problems in OD)
9 – Antidepressant (this actually results from the Norepi/Serotonin reuptake inhibition, but it balances out the acronym!)

Hopefully this acronym will help you to remember this somewhat obscure bit of trivia for your exams or at least facilitate some seriously tortuous med student “pimping.”

Stay tuned for more BoringEM Tiny Tips by following on twitter, signing up for e-mails or following the RSS feed. All of the links are in the side column. Thanks for reading!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post Tiny Tip: The Effects of TCAs appeared first on BoringEM and was written by .

The AnkiEM Project

Inspired jointly by Reuben Strayer‘s catalog of EMCards on Emergency Medicine Updates and Chris Nickson‘s post at Life in the Fast Lane on spaced repetition, I will be trialing a combination of these two ideas using Anki flashcard software to create the AnkiEM Project.

Dr. Strayer‘s strategy for studying for his board exam was to summarize Rosen’s Emergency Medicine onto flash cards. In the spirit of FOAM, he then scanned all 1412 cards onto his EM Updates site and made them freely available. If you haven’t already checked them out I recommend you do. They’re quite the repository of knowledge.

Dr. Nickson‘s post provides a great summary of the concept of spaced repetition and related learning theory so check it out if you’re intrigued by the idea. Effectively, the theory posits that repeated exposure to concepts using the ‘spacing effect’ helps us to retain knowledge. This chart provides a great visual summary:

ff_wozniak_graph_f

Original image credit to http://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=all. I found this picture through Chris Nickson’s post here http://lifeinthefastlane.com/2011/11/learning-by-spaced-repetition/

Dr. Nickson‘s post also introduced me to AnkiAnki is a flashcard program that has built in spaced repetition. Each version tracks your correct/incorrect responses to the cards and shows you the ones that you got incorrect more frequently until you learn the material. Effectively, it helps you to focus on the concepts you don’t know while at the same time using spaced repetition to reinforce the ones that you do. Text, sound and images can be embedded in the cards. It is available for use free on the webAndroid has a free 3rd party viewer and the real app is $25 on an iPhone. As always, I have no conflict-of-interest with any of these programs – no one pays me for anything.

I imagine you can see where I’m going with this. Over the next few weeks I will be trialing the creation of Anki decks that summarize each chapter of Rosen’s Emergency Medicine. While I’m not sure that they will be useful to anyone other than me, in keeping with FOAM I will make them freely available in as many ways as my technologically-challenged mind can handle (likely for download from BoringEM and importing from Anki). If I found that the creation and review of the cards is valuable this will likely become my preparation for the 2015 Royal College EM exam.

As I am on my toxicology rotation right now, I have started creating decks for each of the toxicology chapters. When they are available they will be posted with instructions on how to use them on a page that will be linked to at the top of my site between the “Disclaimer” and “Write for BoringEM” tabs. Look for them later this week.

In the mean time, I would appreciate some feedback. Do you think this will be an effective way to study? Would you be interested in using the cards? Could Anki work for you as a viewer (despite the high price of the iphone app)? Would you suggest any alternatives? I’d like to get this right before I put in too much effort. Any thoughts would be appreciated.

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post The AnkiEM Project appeared first on BoringEM and was written by .

Canadian FOAM of the Week 008: SOCMOB

I’m happy to say I’m back on track with Canadian FOAM of the Week issue number 008, with the best in Canadian FOAM posts for the week of May 2nd to May 9th, 2013 from free websites operated by Canadians.

There are some fantastic posts this week, on a variety of interesting topics. It seems this was a very prolific time period for some of our bloggers.

Must be a spring thing…

Canadian FOAM of the Week: SOCMOB

SOCMOB has done it again with his post “Digital Intubation, And I Don’t Mean Video” to take the Canadian FOAM of the Week distinction. He uses pictures, humour and a strange YouTube video to help explain an under utilized intubation technique that should be part of every advanced airway providers tool kit, especially if they frequently find themselves in awkward airway scenarios where all the fancy tools at thier disposal may not be useful.

Canadian FOAM: Honourable Mentions

Canadian FOAM: Hat Tips

That’s it for this weeks round up, check back next week for more Canadian FOAM content produced by Canadians for all to enjoy.

Author information

Joel D'Eath
Advanced Care Paramedic
I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...

The post Canadian FOAM of the Week 008: SOCMOB appeared first on BoringEM and was written by .

Handheld Ultrasound – A Review of the VScan

As it seems to be ultrasound month on BoringEM (see the guest posts from Paul Olszynski here: A Pictorial Approach to Ultrasound in Shock and Chris Byrne here: Point of Care Ultrasound: A Hyperechoic Future in Med Ed), I thought I’d chime in with a review of my new toy. I just completed a four week rotation at a regional ED that is not equipped with an ultrasound unit. Fortunately, my residency program purchased a GE VScan handheld ultrasound machine for the use of our residents. I’ll admit that I felt a bit spoiled walking into this ED toting a portable U/S in my pocket when they had been asking for one for years, but it was nice to have!

For the unacquainted, the VScan is a “pocket-sized ultrasound” made by GE that retails for approximately $7,900. Details for the hardcore interested are available here. It comes with a 4GB micro-SD card (you can substitute a larger card if you need) for image capture and one phased-array probe. It has preprogrammed presets for cardiac, abdominal and obstetrical scans and is advertised as also also being suitable for urology, peripheral vascular and pleural fluid/motion detection.

Vscan-v1.2.1-product-picture-web

Before I start – a disclaimer. I would describe myself as a low level EM ultrasound user. I am an independent practitioner (IP) as certified by the Emergency Department Ultrasound Society in Canada and have instructed with the EDE1 course that covers the four primary indications (aortic aneurysm, subxiphoid view pericardial/cardiac standstill, intrauterine pregnancy, FAST) twice. While I have taken the EDE2 course (advanced applications such as parasternal/apical cardiac, DVT, pneumothorax, gallbladder, etc), I have only had a sufficient number of proctored/confirmed scans to feel comfortable in my use of ultrasound for pneumothorax and arterial & central line placement. For this reason, I will only review the VScan‘s usefulness for these scans and in the context of my residency program. I imagine that you’ll find this review much more useful if you are a trainee like me or someone similarly middling in your skillz. I imagine that more expert users, and especially those with substantial experience with the VScan, would be able to obtain better imagines and might review the product more highly.

As I’m discussing a product I feel like I should also reiterate the conflict-of-interest statement in the disclaimer section of BoringEM. To summarize, I have no money to invest in anything and nobody values my opinion enough for someone to want to pay me for it ;) so I have absolutely no conflict-of-interest that relates to this product.

Onto the review!

VScan Portability – 3.5/5

Portable or not, in practice I didn’t carry the VScan around with me. Despite being advertised as “pocked-sized”, I found it too big and heavy to carry comfortably in my scrub pocket (although it did technically fit) and I would have been concerned that I would drop/break the probe during regular ED shift activity. It generally sat in its case at my desk until it was needed. Suffice to say, I think ultrasound technology still has a way to go before I will carry one around my neck like this:

image

Follow @squartadoc, the Twitter account responsible for sharing this epic image.

I look forward to the day when I can get wireless ultrasound probe(s) that transmit images to my smartphone over bluetooth and come with a sturdy clip to attach to my scrubs! With that being my 5/5 ideal, I give it a 3.5/5 because it is still substantially more portable than the M-Turbo that I’m used to. Interestingly, occasional BoringEM author Paul Olszynski (who also peer-reviewed this post and is currently enhancing his ultrasound skills in England) has also trialed the VScan and felt it was very easy to walk around with. To each their own!

VScan Battery – 4.5/5

I found the battery life was more than adequate to last a few shifts at a time. I docked 0.5 star because the charging station was pretty bulky for sitting around my house where it slept. It would be a great station for an ED-based VScan.

chemistry-cat-meme-generator-what-do-you-call-it-when-nickle-attacks-cadmium-battery-e1118f

VScan Quality

I’ll rate the VScan on its usefulness this scan-by-scan after a single month of use. In general, I found that while it is very small, I found the single phased-array probe to be limiting. Combining this with a smaller screen size and less resolution than what I am used to getting from my buddy the M-Turbo, I found it more difficult overall to produce adequate images. However, I did get better as I better with ongoing use over the month. The 5/5 comparable for these rankings are the subjective images that I am able to produce with an M-Turbo.

Aortic Aneurysm – 3.5/5

I found it substantially more difficult to get a conclusive aorta scan with the VScan. I imagine this was due to a combination the smaller screen, the decreased frequency, and the smaller size of the phased array probe. I found bowel gas to be more problematic than useful because the smaller probe head reduced the amount of pressure that I could compress with while keeping the patient relatively comfortable. My peer-reviewer Paul Olszynski pointed out that this may have been ameliorated by simply using something blunter (like my hand!) to provide pressure. Like usual, he’s right, so I added a 0.5 star onto my original score of 3.

Subxiphoid Cardiac – 4.5/5

Phased-array probes were basically made for cardiac scans and you can tell. I got great subxiphoid images and even some good (for me) parasternal and apical views. I still felt the small screen limited my image quality, but imagine that would continue to improve with practice and my ultrasound skills. The cardiac preset was a great starting point to get a solid image on most patients.

Intrauterine Pregnancy & Abdominal Free Fluid – 4/5

I found both of these scans to be pretty decent with the VScan. I’m sure a larger screen would have helped to better visualize earlier gestation pregnancies and small slips of free fluid, but I was able to consistently get relatively good quality images. The presets for these scans were great starting points for most patients as well.

Pneumothorax – 2.5/5

I generally do this scan with a high frequency linear array probe with multi-beam off, so the picture I saw with the VScan was quite different and that made me less confident in my interpretation. The probe fits nicely between ribs, but there was no pulmonary preset and despite messing with the gain and depth with ferocity, I still found that the images I produced were inferior.

Vascular – ?/5

Honestly, I never even tried to use the VScan for vascular applications. I was taught to do vascular scans using a high frequency linear array probe and didn’t even think to attempt looking at the vasculature with the phased array probe until reading the product description on the GE site.

Unanticipated Benefits

Besides the obvious benefit of being able to work on my ultrasound skills while on a rotation during which I would have otherwise not scanned anyone for a month, there were two unanticipated benefits to using the VScan:

1 – It allowed me to be an ambassador for POCUS (point-of-care ultrasound)

I think bringing a handheld ultrasound with me on my rotation was a good exposure for a department that had yet to develop their own EM ultrasound program. The nurses asked what it was and saw the utility of showing worried pregnant women visual confirmation of their baby’s beating heart (see this small study by my PD that showed a reduction in miscarriage rate from ~80% for a scan that was nondiagnostic of intrauterine pregnancy to ~15% for a scan showing a live IUP). The doctors were keen to discuss ultrasound applications and talk about their efforts to acquire a machine in the very near future. I anticipate that when our residents carry the VScan around with them on off-service rotations in our center there may be similar interest from general surgery, obstetrics, internal medicine and anesthesia residents and staff. I can only see the further exposure to POCUS that results from a walking ultrasound machine helping to facilitate its wider adoption.

2 – I looked really cool walking around with it

Or at least I thought so… I didn’t take a picture, but in my head I imagined that I was giving off a cutting edge impression. In retrospect, I may have actually looked like this guy:

coolness-popped-collar-cool-coolness-demotivational-poster-1234653364

Conclusion

I think the VScan is a solid portable ultrasound device that, in skilled hands, can provide adequate images for a number of important scans. I think it is a great purchase for our residency program where it will be lent out to residents on off-service and off-site rotations to help them maintain their basic skills while demonstrating the benefits of POCUS around our health region. However, in my home ED I would stick to my trusty M-Turbo any day of the week. I look forward to the day when I find an ultrasound machine portable and convenient enough to carry around and use like a stethoscope, but unfortunately the VScan is not that device for me.

Have you used the VScan or a similar handheld device? What did you think? Get back to me in the comments or on twitter.

Peer reviewed by Paul Olszynski

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post Handheld Ultrasound – A Review of the VScan appeared first on BoringEM and was written by .

Canadian FOAM of the Week 007: Sketchy Medicine

I know that everyone has been waiting for Canadian FOAM of the week 007 (The James Bond edition) with bated breath. Unfortunately due to some unforeseen life/work scheduling conflicts I was unable to complete it on time last week and I didn’t want to short change anyone by only putting out a half post, please accept my apologies for this.

Anyway, on a brighter note, the FOAM selection over the last 14 days has been fantastic. We have a new blog that was added to our blogroll during this period, and this blog has the distinction of being our Canadian FOAM of The Week…

Canadian FOAM of the Week: Sketchy Medicine

The newest addition to the Canadian FOAM list comes via Ali Martin and her blog Sketchy Medicine. Ali is not only a physician but also a trained illustrator, in her blog she has managed to combine both talents most impressively. Her post this week on “Maculopapular Childhood Rashes” is fantastic. It is a simple, straightforward explanation of the common rashes seen in the paediatric population accompanied by her own illustrations.

I am, quite frankly, blown away at the quality of Ali’s illustrations along with her generous offer to use them in your own projects (with proper attribution, of course.). I encourage everyone to swing by and check out her other posts as well.

Canadian FOAM: Honourable Mentions

  • On the FOAMed front we have SGEM Episode #34: This is Spinal Tap.The podcast and accompanying blog post run through a Lumbar Puncture procedure with an eye towards reducing adverse effects experienced by the patient. Some solid info here, and a great illustration of patient positioning for the procedure.
  • Paul Kulyk has an interesting post called “Evidence for Mortality Benefit of Helicopter EMS” on his blog this week. I believe the genesis for this post was a twitter conversation about HEMS in Saskatchewan and his curiosity about whether it is as cost effective and life saving as we believe it to be. His post describes his literature search and includes a link to a PDF of the results. This is a particularly relevant topic as HEMS utilization is a hot button topic worldwide, along with here in Ontario.
  • Eve Purdy from Manu et Corde brings us 2 great posts this week and I enjoyed reading them both! “How Long is Long Enough? An evidence-based look at CPR duration” is a guest post on the blog by Heather Johnson that discusses the subject of lengthy CPR attempts and how that relates to patient outcomes after an in-hospital cardiac arrest. My colleagues & I regularly run into the out of hospital cardiac arrest scenario, and one of the many issues we encounter is when to stop resuscitation. This post has done an admirable job of discussing that topic and what it means to patients & their family members that is relevant no matter where you practice.
  • Chris Bond over at SOCMOB  has a fantastic post called SOCMOB How To: Jet Insufflation and Bougie Assisted Cric. This post is a follow up to a previous post on making a DIY cricothyrotomy trainer (that you can find here) and adds a couple more videos on how to use the DIY trainer to practice Jet insufflation & bougie assisted crics. I love this post because I don’t normally have access to a cric trainer, and this will really help fill a void for me training/skill retention wise.
  • If you’ve been looking for solutions to keep your blogs/journals etc. organised (beyond lists like ours and over at LITFL) Andrew Petrosoniak has written an interesting post at Sim and Choppers called Information overload…staying up to date with new medical journal publications where he discusses a few different ways he has used to keep organized. He invites readers to add their own solutions in the comments, so share away!

Canadian FOAM: Hat Tips

  • Our first tip of the hat this week goes to Ken Milne and his post sharing his reflections on his experience at the 2013 Boston Marathon. We’re glad he’s okay and grateful that he has chosen to share this with us online. It’s called SGEM #33 Boston 2013 and I recommend everyone give it a read.
  • Over at Asystole is the Most Stable Rhythm we find a post depicting the chaos of moving countries while revising for medical school exams. If you’re in the mood for a little light hearted fare, have a look at “Oh Our Lives” .
  • Two posts up on BoringEM this week one from Brent Thoma entitled “Choose Your Own Adventure” touches on the many different ways a medical student can integrate their personal interests into their burgeoning medical careers. Our newest author, Chris Byrne leaps out of the starting gate with “Point of care Ultrasound: a hyperechoic future in Med Ed?” which paints a very exciting picture of a future where the bedside ultrasonography is the new “Stethoscope”. A good, solid read with many references to get the reader engaged in the discussion with.

 

Stay tuned for next weeks round up… Till then, happy reading and please forward any other Canadian authors of FOAMed our way for inclusion on the Canadian FOAM list.

Author information

Joel D'Eath
Advanced Care Paramedic
I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...

The post Canadian FOAM of the Week 007: Sketchy Medicine appeared first on BoringEM and was written by .

Point of care ultrasound: a hyperechoic future in Med Ed?

A little over a year ago, I was working a shift in the emergency department when I noticed an enthusiastic consultant briskly wheeling a portable ultrasound machine to a patient’s bedside.  I introduced myself and asked if I could observe the scan.  Until this point, ultrasound had retained a certain mystique. However, that was quickly erased by a deep, yet efficient, bedside lesson in anatomy, physiology and clinical medicine that left a lasting impact.

Technological advancements perhaps too often remove the physician and learner from the bedside.  Subjectively, I couldn’t help but notice that this assessment advanced the therapeutic relationship in a positive, patient-centered way.  I also realized the tremendous untapped potential of the use of point of care ultrasound (POCUS) in medical education.  In my eyes, this modality safely removed the sometimes frustrating – yet often necessary – barrier between knowledge and experience that is all too familiar during our training.

ultrasound

Image used with the permission of the Department of Radiology at the University of Texas Health Science Center at San Antonio

What is Point-of-care Ultrasound?

Point of care ultrasonography refers to ultrasonography performed, interpreted and integrated in to the patient care plan by the physician in real time at the bedside.  Images are obtained immediately and dynamically, permitting direct correlation with the patient’s presenting signs and symptoms.  In addition, POCUS can be quickly repeated if the patient’s condition changes.  Due to some comparable qualities to the physical exam, some authors have gone so far to call POCUS a “visual stethoscope.”

image1

POCUS in undergraduate medical education is generating passionate discussion.  As portable and handheld ultrasound devices become increasingly affordable, many institutions south of the border have already or are in the process of formally implementing ultrasound training in to their curriculums.  Some of these schools go as far as providing first-year students with these handheld devices in addition to the stethoscopes and reflex hammers we are accustomed to.

How should Point-of-care Ultrasound be taught?

While there are different views on how physicians should be trained in ultrasound, many believe that much like percussion, stethoscopy or fundoscopy, POCUS will evolve into a core competency of medical training.  Stated another way, you can think of POCUS as a modern extension of the physical examination as we presently know it.  POCUS has the benefit of providing supplemental, immediate and dynamic information at the bedside that helps address focused clinical questions.  However, as with any physical exam skill, we must be cautious and appreciate variation in quality and skill among different users at different levels of training.  Ultrasound images may be easily recorded and archived using programs such as SWS and Q-Path permitting asynchronous review of findings by supervisors and allowing a higher level of oversight and accountability compared to physical exam.

image3

Point-of-care Ultrasound in Canada

In Canada, POCUS training is typically limited to the resident level and above.  There are, however, some working groups at medical schools across Canada lobbying curriculum administrators to consider POCUS training at the medical student level.  At my home institution, pre-clerkship students were exposed to POCUS in the anatomy lab for the first time this academic year.  Most senior medical students have encountered bedside ultrasound assessments in action in at least one of their clinical rotations through the emergency department, intensive care unit or operating rooms.

image

Follow @squartadoc, the Twitter account responsible for sharing this great image with the #FOAMed community!

Outside the classroom, a local and growing grassroots movement has many students excited for the future of medical education.  Great things are happening at Schulich, an institution aiming for the best curriculum on earth by directly involving students in the medical education discussion.  In September 2012, the POCUS interest group was launched within Schulich’s robust medical student club system.  The club has attracted over 100 students in its inaugural year.  We’ve hosted a number of hands-on events – from scanning for abdominal aortic aneurysms and pericardial effusions to inserting central lines – that have generated rave reviews and an increasingly passionate core of sonophiles.

image3

Of course, we could not have accomplished this without the support of keen residents, fellows and faculty members whose contributions to the interest group have been immeasurable.  This passion has persevered throughout the year, now culminating in the organization of an innovative two-day event, the Western Medical Student Ultrasound Symposium, to take place on August 24, and 25, 2013.  This symposium is the first of its kind in Canada and is attracting interest from faculty and medical students from institutions across the country.

In the coming weeks, the POCUS interest group will be having a discussion on ultrasound in medical education.  This topic will also be brought up at the August symposium.  There are some fantastic #FOAMed (Free Open Access Meducation) resources out there on ultrasound in medical education, two of my favourites being the Ultrasound Podcast (episodes 40, 41 and 42) and a written piece at SonoSpot.

Barriers to Ultrasound Integration

Experience from other institutions reveals some of the obstacles to integrating POCUS – or any new topic, really – into an established medical curriculum.  With limited classroom time and a breadth of evolving technologies and progress in medicine to represent, tough decisions regarding curricular content must be made.   Uniquely, ultrasound does not demand standalone course time.  Though destined to be a tool of clinical value to medical students in their clerkship years and beyond, introductory ultrasound training may occur through integration in to existing core curricular activities such as anatomy and physiology.  In this fashion, ultrasound enriches, rather than competes for, existing classroom or lab experiences.

image6

Conclusion

The past year has been a fun and rewarding ride, from the initial zeal on wheels of that consultant in the emergency department to a growing group of forward-thinking students who are a pleasure to work with. A final comment to my medical student colleagues, taken directly from the opening sequence of the Ultrasound Podcast: Get out there, ultrasound some hearts, some lungs, some IVCs and let others know how you feel about it!

I look forward to what I believe will be a hyperechoic future for medical education.

Peer reviewed by Robert Arntfield of Western Sono and Brent Thoma of BoringEM.

Author information

Chris Byrne
Chris is a senior medical student with interests in emergency medicine, critical care and point of care ultrasound. He sees untapped potential in the use of point of care ultrasound as a teaching tool in undergraduate medical education.

The post Point of care ultrasound: a hyperechoic future in Med Ed? appeared first on BoringEM and was written by .

Choose your own Adventure!

When I became a medical student I was astounded by the number of opportunities available. The more I looked, the more awesome things I found. My interests in policy and leadership development led me into a number of roles with my medical student society and a summer working in the Canadian Medical Association Leadership in Medicine office as an intern (program now sadly defunct) were the highlights. These experiences led me to discover a ton of other cool things medical students could do.

As a senior medical student I was dismayed to note that some of these opportunities were not widely advertised to the students. They had to go looking for them and often found them too late! At the same time, they were often given advice that I disagree with which may have dissuaded them from doing so. I used to give an annual talk to the 1st year students titled “Choose your own Adventure.” Sponsored by the awesome novels of my childhood:

6981504713_30dc1e3eca_b 6835381460_4a1939262d_b abominable

Last week I advised medical students to “do what you love” but was somewhat vague with the details. I provided only a single example: how I combined my love of teaching and writing with emergency medicine in this blog. If you haven’t read that post yet I highly recommend you click here as I will build on it in this post by providing a myriad of other ways you can combine your passions and medicine in a mutually beneficial way and choose your own adventure!

Of course, step 1 is figuring out what you are passionate about.  If you are not sure I’d suggest you spend some time figuring it out. There’s been enough ink spilled on that topic elsewhere (like oprah.com) so I won’t get into it in this post. However, if you have that part down you should start hunting for ways to incorporate it into medicine. For example, if you love…

Art

Medicine holds a lot of inspiration for artists of all kinds. Unfortunately, I’ve talked to many students that “used to” write/paint/sing/dance but gave it up because they were “too busy” in medical school. Consider trying to tie incorporate your art into what you are learning.

For those of you out there who feel this is a bit too wishy-washy who might be encouraged by having a more formal framework:

Laughing

I think most of us have seen or are familiar with the story of Patch Adams. As outlined in this major motion picture, Patch is the founder of the Gesundheit! Institute. He also travels around the world dressed as a clown attempting to heal with humor. If that kind of stuff is your cup of tea, consider checking out the Gesundheit! Institute for an elective or joining him on a humanitarian clown trip.

Activism, Social Justice, Holistic Medicine

If these things are your cup of tea, consider applying for the Humanistic Elective in Alternative Medicine, Activism and Reflective Transformation (HEART) offered by the American Medical Student Association (I spoke to them a few years back and they would consider offering Canadian students a spot at that time). This month long elective is intended to be a capstone for medical students and offers training in: physician social responsibility and activism, racism, humanism, gender in medicine, health policy, mentoring, the practice of CAM, medical history, death and dying, suffering and compassion, healing through the creative arts, sexuality, body image, violence, substance abuse, childbirth, religion, self-care, and more.

Additionally, many medical schools operate student clinics for underserved populations. In Canada some successful examples include SWITCH, SEARCH, WISH and CHIUS. If your school doesn’t have one, consider building one.

The Great Outdoors

Adventurous medical students might consider entering a team into MedWAR (Medical Wilderness Adventure Race). What’s MedWAR? Think Ecochallenge with medical interludes. How cool is that?

Or you could get a bunch of like-minded students together and contact Wilderness Medical Associates to set up or sign up for a Wilderness Medicine elective!

Sports

Athletic medical students with an interest in sports medicine might consider volunteering to be a trainer of a sports team. There is also a cool sports medicine elective offered at the University of Ottawa.

Other

This post was not and never could be comprehensive. I’d recommend finding the activities that give you energy and ask Google for a way to incorporate it with medicine. If you don’t find anything, use your imagination and consider applying for funding through the Canadian Federation of Medical Students or another agency.

Conclusion

In the end if there’s no way you can find to combine any of your other passions with medicine, still keep them up. There’s nothing less boring than a CaRMS applicant that has done nothing but obsess over their specialty of choice for the past four years.

And if you can think of any more ways to combine your passions with medicine, please respond in the comments below! I will likely update this article every once in awhile to keep track of them.

Finally, please share this article! Tweets, retweets, facebook shares, word of mouth and e-mail are the only way this stuff gets spread with BoringEM’s goose-egg of a budget. Also consider following the blog by signing up for e-mail updates, following the RSS feed or following BoringEM on twitter.

Peer reviewed by Eve Purdy of Manu et Corde and Danica Kindrachuk of Want2BeMD

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post Choose your own Adventure! appeared first on BoringEM and was written by .

006: Canadian FOAM of the Week

Hello hello, and welcome to the 6th installment of Canadian FOAM of the week for articles published from April 11th to April 18th, 2013 on free websites operated by Canadians.

It’s an unusually warm night in the town I’m stationed in, and we’ve been really slow (as in no calls at all for Paramedic service – so far). This is good, as I have the opportunity to sit down and read some great CanFOAM articles uninterrupted. This weeks offerings are small in quantity, but make up for it in quality of content and excellent presentation.

There are 3 contenders for this weeks title of FOAM of the Week, each one engaging in their own way. It was a challenging decision to make, but I think you’ll agree I made the right call…

Canadian FOAM of the Week: ERMentor

ERMentor’s post on “Emotional Intelligence” is not our usual FOAM content, but as I read through it I was struck by how relevant it is to our practice as health care providers. The ability to be in control of our emotions, and to be aware of others emotions around you, can be one of the most powerful assets in your medical toolbox. It can literally mean the difference between life and death for your patient, or you.

A basic overview of the topic, coupled with extensive references will give the reader a good start on exploring this fascinating topic further. Be sure to let the author know in the comments if you found the topic useful, perhaps he’ll explore it further as a result.

Canadian FOAM: Honourable Mentions

  • The SGEM Episode #32 is entitled “Stone Me” and takes us through the treatment of renal colic in a case study format. There’s a lovely podcast that I encourage you to listen to, it’s not very long and adds to the post nicely. On a side note, it seems this post was made just prior to the author Ken Milne running the Boston Marathon. I’m sure we’re all aware of the tragic events that transpired there, as such we fervently hope that he’s okay.
  • Eve Purdy over at Manu et Corde has written an excellent overview of FOAM based neurology resources available on the web. She’s tied this in with her own struggles with the subject and how FOAM came to the rescue (sort of…), and a nice example of how Twitter assisted in sorting things out. Part 1 can be found here and I’m eagerly awaiting part 2 in the near future!

Canadian FOAM: Hat Tips

A new section this week that I’m going to call “Hat Tips” where I will “Tip the Hat” so to speak in the direction of interesting posts that may not be 100% FOAM, or are from our own set of authors here at BoringEM.org.

  • First tip of the hat goes to my fellow new author on the site Paul Olszynski, who shares with us a Pictorial Approach to Ultrasound in Shock as his first (of many) posts on BoringEM.org.
  • Next up is Brent Thoma, BoringEM.org’s founder, who writes about “Doing what you love” as a guiding precept when making choices as a medical student as you move towards residency matching. It’s excellent advice for anyone I think, no matter your profession. It can be found here.
  • Over at Asystole is the Most Stable Rhythm there is a lovely post that captures one of the moments that remind us why we all got into health care in the first place. @DrBlackbear recounts the stress of a significant move and the unexpected surprise of a poignant thank you note from a former patient.
  • Andrew Petrosoniak  reflects on his time with the Auckland Rescue Helicopter Trust and shares the lessons and insights he gained from the experience in a blog post at Sim and Choppers.
  • Our friends over at Surgery 101 have another podcast up this week. The subject is The Neuro-Ophthalmic exam, and it comes with a premium access set of notes… It’s not FOAM (cause it costs $0.99) but they have an iOS app available to stream the podcasts from. This is an interesting development that I hope we’ll see more of in the FOAM universe.

Phew, that’s a lot of good FOAM that we’ve got this week but we need more! If you know of anyone with Canadian FOAM content on their blog, or you feature it yourself, please let us know if you (or they) would consider being included in the blog roll and thhis weekly roundup of content.

Author information

Joel D'Eath
Advanced Care Paramedic
I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...

The post 006: Canadian FOAM of the Week appeared first on BoringEM and was written by .

A Pictorial Approach to Ultrasound in Shock

I just finished preparing an introductory talk on shock & ultrasound. Ultrasound in shock in 50 minutes! After having struggled considerably with the breadth of the topic, i struggled even more with the summary. How does one sum up such a huge topic? In the end, I decided to go with a picture (we all know the saying). Learning theories suggest that in order for a person to learn something new, that new item must first be linked to the individual’s previous knowledge.  I borrowed from Weil and Shubin’s (1971) shock classification throughout the slides as I figured it was a good place to start.

Disclaimer Alert!

This poster hopefully illustrates the usefulness of clinician performed u/s  in the assessment of shock. There are nearly as many exceptions to the poster as there are exceptions in the English language!

Here it is, label free (click to expand). Anyone interested in the time-honored medical tradition of “Guess what I’m thinking?”

picture u:s in shock

About that disclaimer… obviously there are exceptions to the above, all of them being clinical realities. RV strain can represent chronic disease, as can LV failure, B Blockers can suppress tachycardia, localized lung rockets may suggest other disease (ie. Pneumonia) and so on.

But all of that said, for some the poster may serve as a good illustration of just how applicable and useful bedside u/s can be for just this ONE indication alone. It combines many of the scan protocols out there (ACES, RUSH, eFAST) but presents ED U/S from a perspective already familiar to practicing emergency physicians (anchoring new learning to previous knowledge). It also lends itself for use with medical students as they try to get their heads around the assessment of shock.

Here it is with labels (click to expand):

label picture u:s in shock

I am going to road test it this week. Participants will receive it as a handout at the end of the session. Maybe it will resonate with the trainees, maybe it won’t. In the meantime, I welcome suggestions on how to improve or modify the picture of u/s in shock. Dissenting opinions are equally welcome. Feel free to use it, modify it, or expand on the concept… perhaps a picture of Chest Pain or Dyspnea?

Final disclaimer: The icon images herein are not mine, they have been copied from the internet. Attached below are their respective sources.

Cheers,

Paul Olszynski, MD, CCFP (EM)

Peer reviewed by Nadim Lalani or ERMentor

 Screen Shot 2013-04-14 at 9.33.51 PM

Author information

Paul Olszynski
Emergency Medicine Physician at Saskatoon Health Region
Canadian emergency physician and a fan of all things ultrasound, simulation, and #FOAMed! Pursuing MEd and promoting POCUS EM while on a short sabbatical in London, UK.

The post A Pictorial Approach to Ultrasound in Shock appeared first on BoringEM and was written by .

New authors at BoringEM

BoringEM is excited to announce the addition of two new authors! Please help to welcome them by following them on twitter and distributing their first posts.

Joel D’Eath is a Canadian paramedic that has previously been active in the world of FOAM through his twitter account @cmedik and website Post 88. He has committed to compiling the Canadian FOAM of the Week on an ongoing basis and writing some posts on Boring Pre-hospital EM. Check out his first post here: 005: Canadian FOAM of the Week.

Joel D'Eath

Joel D'Eath

Advanced Care Paramedic
I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...
Joel D'Eath

@CMedik

Avid twit, #paramedic and dad. Fascinated by all things, changes daily! #FOAMed learner/lurker. Tweets are mine, RT are not endorsements!
@Shamoo911 I do not… Should I? Seems to be a protected account. Who are they? - 2 days ago
Joel D'Eath
Joel D'Eath

Latest posts by Joel D'Eath (see all)

Paul Olszynski is a Canadian emergency medicine physician that works with me in Saskatoon. His previous contributions to FOAM compromised primarily of the creation of an open-access ultrasound simulator with Paul Kulyk at edus2. He has been a teacher, preceptor and mentor to me over the past 4 years and I am regularly impressed by his commitment to lifelong learning. Presently, Paul is working to complete his Masters of Education degree and an Ultrasound fellowship while on a sabbatical in the United Kingdom. He will be contributing as a Guest Author over the next few months on topics related to education and ultrasound. Check out his first post here:

Paul Olszynski

Paul Olszynski

Emergency Medicine Physician at Saskatoon Health Region
Canadian emergency physician and a fan of all things ultrasound, simulation, and #FOAMed! Pursuing MEd and promoting POCUS EM while on a short sabbatical in London, UK.
Paul Olszynski

@OlszynskiP

Emergency physician, fan of all things ultrasound, simulation, and #FOAMed! Pursuing MEd, promoting POCUS EM, on sabbatical in London, UK.
@ERmentor @mywahba Lewis makes a compelling argument. Such a vision is worth exploring further. - 5 hours ago
Paul Olszynski
Paul Olszynski

Latest posts by Paul Olszynski (see all)

I’m happy to have you both on board!

While the pool of BoringEM authors is expanding, I am excited to report on the ongoing success of the pre-publication peer review initiative that I wrote about in A Commitment to Pre-publication Peer Review. Every post on BoringEM that includes medical content continues to be reviewed by either by another BoringEM author, a member of the USask FOAM Collaborative, or another author in the FOAM community. In this way, I hope that BoringEM will continue to develop and maintain a reputation for producing high-quality FOAM.

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian that loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, writing, parliamentary procedure, Star Wars, Dodgeball, his dog and a few people.

The post New authors at BoringEM appeared first on BoringEM and was written by .

Do what you love, love what you do

Junior medical students get a lot of information from senior medical students. They are the ones who have gone before and it makes sense that they would seek out their advice on everything from how to study to how to prepare for residency match. Though often the advice offered is sound, occasionally it is way off base. There is one common piece of advice which I would truly love to see thrown into a garbage truck and crushed liberally. It generally goes something like this:

You have to do THIS to get a good residency.

The implication that there is some magical activity that, if not completed, will doom you to being “unmatched” is wrong to the point of harm.  The “THIS” part of the advice is generally replaced with “research,” but I have heard other variations. “Attending conferences,” “getting the best marks,” “completing an ironman,” “having connections” or “playing the game” are occasional variations on the theme. They are often consistent with exactly what the senior medical student in question did to prepare for their match. It may have worked for them, but it may not be right for you.

To stop myself for a second: I do not mean to derogate advice from senior medical students because it is generally awesome. However, I would recommend disregarding absolute advice from anyone (including me!) – this just happens to be my example because I’ve heard it so frequently over the years. Just like on your multiple choice exams, the answers with “always” and “never” in them are only rarely correct because there are few absolutes in medicine or in life. Remember, only a Sith deals in absolutes. Err…

Sith Absolutes

Back to the rant. So what should you do to make yourself a great candidate for the match?

Do what you love

This advice was given to me by a very wise mentor many years ago and I do my best to remember it – especially when I am overwhelmed. I find it elegant and profound in its simplicity. I’m sure some of the medical students reading this right now are giving their computer screens the skeptical face:

Skeptical baby

I mean really, what does “Do what you love” even mean!? Please, hear me out.

We are good at things we love. We can do them for hours on end and somehow not get tired. Doing them leads us to other things that are related that we also end up loving. I don’t have an RCT to prove it, but I’m pretty sure that when we do them regularly we become happier and more pleasant people that others want to be around. Even better, it has been my experience that the more I do the things that I love, the more doors that open for related opportunities. Finally, our passions make us interesting people.

I hope in reading this you can see how some of the benefits of doing what you love would also make you an awesome candidate in the match. When I meet an applicant, their unique passions are the things that I find memorable. And so, I think the trick is not in doing anything in particular, but in finding a way to incorporate doing the other things we love into medicine in some way. While I will admit that this may not always be possible, I think there’s a way to do it more often than we think. My next post will focus on a bunch of examples. To offer one from my own life:

I love emergency medicine, teaching and writing. While I repressed my passion for writing for awhile because I was “too busy,” it came back like a hurricane when I found a way to combine it with emergency medicine and teaching by starting this blog. I write these posts at all hours of the day and night. I write them after long days at work. The only reason that I can post so much is because doing so gives me energy rather than exhausting me. Engagement with my blog has led me to meet people from around the world that are similarly passionate and, I am sure, will lead to more exciting opportunities. Additionally, had I not secured my fellowship prior to starting this blog, I’m fairly confident that my “hobby” would have been an asset on my application.

Conclusion

“Do what you love” is pretty cryptic and philosophical as far as advice for medical school goes. Hopefully, medicine itself is something that you end up loving. However, I think that is more likely to happen if you’re able to combine medicine with your other passions. This picture from thingsweforget.blogspot.com summarizes this entire post pretty nicely:

images

My next post will be full of examples of how you can go about that, so if this one intrigued you please come back. To make sure that you do, be sure to subscribe to my posts via e-mail (see sidebar), follow me on twitter or follow Boring EM on facebook. I’d also appreciate any efforts to spread this by tweeting/retweeting, e-mailing and facebooking this like crazy!

Thanks for reading!

Peer reviewed by Eve Purdy of Manu et Corde and Danica Kindrachuk of Want2BeMD

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian EM Resident who loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, Star Wars, Dodgeball, his dog and a few people.

The post Do what you love, love what you do appeared first on BoringEM and was written by .

005: Canadian FOAM of the Week

Howdy everyone, welcome to the 5th instalment of Canadian FOAM of the week for articles published from April 4th to April 10th, 2013 on free websites operated by Canadians.

My name is Joel D’Eath, and I’m tickled pink to be your new guide to all things CanFOAM on BoringEM. I’d like to thank Brent for the opportunity to contribute to his blog in this way. There is more than enough excellent content up this week to make choosing the FOAM of the week difficult, but I think I found one that fits the bill.

Canadian FOAM of the Week: SOCMOB

SOCMOB’s post on Acute Heart Failure has it all, evidence based medicine, a new treatment mnemonic and plenty of well placed humour (and memes) to make for an entertaining read about a serious subject.

As a Paramedic whose practice takes place in the often austere pre-hospital environment, I always appreciate a simple, evidence based approach to a tricky situation. The POND approach introduced by SOCMOB fits the bill nicely, and I look forward to integrating it into my “toolbox”.

Canadian FOAM: Honourable Mentions

  • Surgery 101 has a lovely podcast on Melanomas and their diagnosis, classification and treatment. Sadly though, an accompanying set of notes requires a paid subscription to access.
  • Paul Kulyk writes about his experience with the CaRMS process and offers up tips and advice based on lessons he learned in his Asclepius blog.
  • The Adventures in Improving Access blog discusses their check list based approach to morning rounds in their urology clinic. Some interesting discussion about how best to implement it using a “team leader” approach, and who that leader should be.
  • The Skeptics Guide to Emergency Medicine presents a case of superficial thrombophlebitis in a blog post titled “She’s got legs”, with an accompanying podcast.
  • Manu et Corde presents their thoughts on facilitated small group learning (or FSGL) as a method of honing clinical reasoning skills. I like this, it sounds like a souped up “round robin” session from Paramedic school, I’m going to try it myself as a study tool I think.
  • Want2BeMD has 4 new and somewhat whimsical posts, not really FOAM related, but worth a mention for their enthusiasm. One involves a Celine Dion video and renal physiology… After reading the post about the beauty of the human eye, I want to find me a slit lamp to see for myself what they described.

As always, if you feature Canadian FOAM on your site that you would like considered for inclusion in the Canadian FOAM of the Week please contact us, we’re always on the lookout for new Canadian content.

I hope you enjoy reading the weeks offerings as much as I did, till next week… FOAM on!

Author information

Joel D'Eath
An Advanced Care Paramedic I love tinkering with technology, the outdoors, photography and playing with my kids. In an attempt to delay the onset of dementia, I'm learning to play the bagpipes...

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004: Canadian FOAM of the Week

The fourth installment of Canadian FOAM of the Week contains content published between March 29th and April 4th, 2013 on free websites operated by Canadians.

Canadian FOAM of the Week: Want2BeMD & Manu et Corde

Rather than selecting a single post this week, I went with a theme: introducing medical students to Free Open-Access Meducation. Danika Kindrachuk (University of Saskatchewan) and Eve Purdy (Queens University) have been tireless advocates for the movement over the past year and I think their efforts are starting to pay off. Both of their recent posts dealt with this topic.

Want2BeMD put together a post on some great introductory FOAM podcasts for medical students. Specifically, PedsCases and Surgery 101 are resources created at the University of Alberta in Edmonton that are spectacular, but don’t seem to have much of a presence in the FOAM community.

Manu et Corde collaborated on a post published on her Faculty’s website about the blogs that medical students at her school are using to learn. She provides a number of great introductory FOAM resources.

Canadian FOAM: Honorable Mentions

  • The Skeptics Guide to Emergency Medicine posted an episode called “My Generation” that discussed generational differences in learning and how FOAM learning disrupts the traditional medical learning hierarchy.
  • The Anesthesiology and Critical Care Blog presented a case on twitter and followed up with a response on his site. The case of airway management in traumatic spinal cord injury led to some interesting discussion and a great post.
  • Manu et Corde also unveiled its fancy new logo to go along with its fancy new site and outlined plans for the future of its blog. We’re all looking forward to a new “Canadian FOAM” logo coming soon from her architect brother.

If you have Canadian FOAM content that you would like considered for inclusion in as the Canadian FOAM of the Week please contact me! I’m always looking for additional sites to add to the Canadian FOAM Blogroll. Until next week!

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian EM Resident who loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, Star Wars, Dodgeball, his dog and a few people.

The post 004: Canadian FOAM of the Week appeared first on BoringEM and was written by .

The Agitated Patient in the ED: Moderate & Severe Agitation

In my first post of a trilogy on the agitated patient in the ED I outlined BARS sedation score for defining levels of agitation, discussed how to risk stratify a potentially agitated patient and offered some tips on how to deal with the mildly agitated patient. This post will discuss what to do with moderately and severely agitated patients while the final chapter will delve into the work-up of these challenging patients. If you’ve been enjoying these posts, be sure to check out Kane Guthrie‘s gem of an overview of behavioral emergencies on LITFL.

While dangerously agitated patients require a more aggressive approach than the patients discussed in my first post, I think the strategies suggested for treating those patients still apply to these ones. At every level of the agitation spectrum it is important to consider a patient’s potential for violence and attempt to calm them using effective communication strategies. However, moderately and severely agitated patients will likely require more medication and possibly physical restraint. What should you use? How should it be done?

The Moderately Agitated Patient: Medications

In my first post I defined a moderately agitated patient as meeting the 6th level of the BARS criteria. They are “extremely or continuously active, not requiring restraint.” While I criticized the BARS criteria for defining a level of agitation with a treatment (restraint), I do see some merit in this definition. Patients can get extremely worked up while still not being such a danger to themselves or others that they require physical restraint. I think determining which patients require a rapid take-down is part of the art of emergency medicine and may partially be influenced by a patient’s response to the suggestion of a medication to help them calm down.

In conjunction with medications, seclusion may also be used to isolate an agitated patient. The American Association of Emergency Psychiatry recommends its use for agitated patients who are at low risk of harming themselves or others.

The options for chemical restraint are extensive but generally include benzodiazepines and antipsychotics. At this level of agitation I would attempt to convince the patient to take a medication cooperatively. Based on the approaches that I have read to prepare this post, many would advocate for the use of an IM or combination of IM medications. However, I think there is a role for the use of SL or PO medications in a patient that is agitated but has not demonstrated harmful or threatening behavior.

Discussing Medications

The American Association of Emergency Psychiatry (AAEP) provides several recommendations for broaching the topic of medications. When you have determined that the patient will need medication to calm down, they advice using five strategies, three of which I felt were appropriate for a moderately agitated patient:

  • Invitation: ”What helps you at times like this?” - Invite the patient to come up with the idea of a medication on their own. This strategy is likely more appropriate for a mildly agitated patient.
  • Fact: ”I think you would benefit from medication.” - State a fact plainly for the consideration of the patient.
  • Persuasion: “I really think you need a little medication.” - Try to demonstrate to the patient why it would be helpful.
  • Inducing: “You’re in a crisis and I’m going to get you some medication.” - This takes the decision out of the hands of the patient. If they disagree or become more agitated it may be necessary to escalate your assessment of their level of agitation.
  • Coercion: “I’m going to have to insist.” – This is advertised as dangerous, but I think that is putting it lightly. To me it seems like asking for a fight. If it has come to this I think the patient would be more appropriately lumped with the severely agitated patients as the treatment options are much the same.

The AAEP advises offering the patient a choice in the route of administration and/or medication to give them some semblance of control. They may be more agreeable to going with something that they are familiar with. If this is the case, I’d go with it. All of the medications that are commonly used in this setting work and if they take it willingly I think you’ll be further ahead with building a therapeutic relationship than you would be if you insisted on something else.

Anxiolytic Route

In a patient with this level of agitation I would prefer sublingual or intravenous dosing as opposed to oral or intramuscular.

  • I prefer sublingual medications to oral both because they have a slightly faster onset and because they can not be cheeked. As an aside, check out this slightly gross but very interesting post on creative methods of cheeking from an intriguing FOAM site called “Jail Medicine.”
  • While intramuscular medications are often used in this context (presumably because they have a faster onset than oral/sublingual), intravenous medications have a faster onset and more consistent absorption while also making second doses easier to give and securing vascular access to a potentially ill patient.

Anxiolytic Choice

Generally, agitated patients are treated with a benzodiazepaine, an antipsychotic or a combination of the two.

The selection of sublingual medications for use in this context is not large. The centers that I have worked in have a sublingual benzodiazepine (Lorazepam) and atypical antipsychotic (Olanzipine – Risperidone is another option that I am less familiar with) available. What to choose?

Medication

This 2010 Cochrane Review examined the efficacy of benzopiazepines vs antipsychotics vs both in acutely psychotic patients. It concluded that there no significant difference between the efficacy of the three interventions, but that the antipsychotic group had a higher incidence of extrapyrimidal side effects than the other two groups. With no evidence from which to draw, my practice would be to use antipsychotic medications +/- benzodiazepines in a patient whose agitation seems to have psychotic components and benzodiazepines alone in patients whose agitation seems likely to be due to another cause. How to tell? Stay tuned for part 3.

Route

There is not much good evidence on time to onset of action of sublingual medications. The studies on sublingual olanzapine and lorazepam that I found did not examine a clinically significant marker to quantify time to decreased agitation.

  • 2006 study of 5mg doses of olanzapine found that the time to peak plasma level was similar when given orally and by oral disintegrating tablet (ODT) at 3-4 hours. However, the ODT groups had detectable plasma concentrations significantly before the oral group – (30 minutes versus <10 minutes).
  • 1982 study of 2mg doses of lorazepam found that the time to peak plasma level was similar when given orally (2.37h) and sublingually (2.25h). I did not have access to information on when plasma levels were detectable.

In both studies the peak plasma levels were similar regardless of the route given, suggesting that oral and sublingual routes both have good bioavailability.

There are a ton of intravenous benzodiazepines (lorazepam, midazolam, diazepam, etc) and some typical antipsychotics (haloperidol & droperidol – watch the QTc) that are available for this indication. Because they will all work quite quickly when given intravenously and can be titrated to effect with small doses I’m not going to delve into them further than this.

Bottom line: I recommend giving moderately agitated patients sublingual or intravenous medications. Benzo’s and antipsychotics have relatively similar efficacy.

The Severely Agitated Patient: Rapid Take-down

There is a lot of adrenaline associated with the severely agitated patient. So much, in fact, that I’m not sure it fits in with the theme of my site. And likely because of that adrenaline, the EMCC (emergency medicine and critical care) FOAM world has been exceptionally good at writing about it! Rather than attempt to reinvent the wheel by getting into the subtleties of this topic, I have decided to summarize the conclusions of some of the FOAMites that have already done so.

Medications

Michelle Lin has a post and a great PV card on drug choices and Scott Weingart of EMCrit dedicated to the art of the chemical takedown. Some pearls from his podcast:

  • He uses Droperidol 5mg IM and Midazolam 5mg IM mixed in a single syringe with a repeat dose if needed as his take-down drugs of choice because Haloperidol/Lorazepam/Atypicals are too slow.
  • These patients generally need an ECG anyways so you can document/treat a QTc post takedown if Haloperidol or Droperidol are used.
  • Substance abusers are more likely to be resistant.
  • If these patients become hypoxic after sedation it’s probably because they aren’t breathing. Don’t put oxygen on them or you might miss this!

But Droperidol is the long-QT devil, isn’t it? He has some thoughts on that. So do Lauren Westafer at the Short Coat and this great review, among others.

This study and this study support his assertion that Droperidol beats Haloperidol by demonstrating significantly lower scores on an agitation scale at 15 and 30 minutes. This one supports midazolam 5mg IM over lorazepam 2mg IM with a time to sedation of 18 minutes for the former versus 28 minutes for the latter. Notably, the patients given Midazolam also roused 130 minutes earlier which may be beneficial in facilitating further assessment. Finally, this study supports the use of midazolam 5mg IM or droperidol 5mg IM over Ziprasidone 20mg IM due to faster onset of sedation.

There has been a lot of chatter recently about using intramuscular ketamine for rapid take-down. Several recent case reports (here and here) discuss how it can be used effectively to take-down agitated patients. Minh Le Cong put together podcasts reviewing the literature on the use of Ketamine for agitation, listed recent updates in the literature in another post, collaborated with Kane Guthrie on a podcast focused on excited delirium that discussed the use of ketamine in the rapid take-down, and published some of the literature on ketamine in aeromedical retrieval. He uses ketamine as a second line drug to sedate patients with infusions during flight.

All of these medications have the potential to affect cardiorespiratory parameters and their use requires pre-sedation assessment and planning for post-sedation airway management and monitoring. After sedation is achieved an IV should be obtained and additional sedation needs can be met by using a sedation scoring system (ie – BARS or RASS). Depending on their response to sedation and disposition (ie need for transport?) RSI may be indicated for some of these patients but I think that discussion is beyond the scope of this post.

Bottom line: Droperidol 5mg IM and Midazolam 5mg IM are the best supported medications for use in a rapid take-down. Ketamine may also be an excellent drug for use in this context but the literature on it is still sparse. Prior to initiating a rapid take down be sure to anticipate and plan for airway management and cardiorespiratory monitoring.

Physical Restraints

The AAEP Consensus Statement advises avoiding the use of physical restraints as much as possible as it can be both psychologically and physiologically damaging to the patient. However, a survey of psychiatry medical directors primarily working in academic centers estimated that restraints were used in approximately 8.5% of emergency psychiatric presentations for an average of 3.3 hours per episode. While acknowledging that this study tells us almost nothing as a result of its methodology, I mention it to illustrate that, at least anecdotally, we are still doing this with some frequency. 

I will not address the ethical or legal aspects of the use of physical restraints in this post. However, I think there is wide agreement that, while undesirable, physical restraints are occasionally a necessary evil. Patients that are out of control are at risk of harming themselves or others and need to be restrained so that they can be safely sedated and assessed.

A prospective study of 298 patients physically restrained in the ED found them to be extremely safe. The complications listed (9 got out, 3 vomited, 2 injured others, 2 spit, and 1 injured themselves) were quite minor. However, restraints have been found to be harmful when used incorrectly in other settings when larger populations were reviewed. This 2012 study examined 27,353 deaths in patients that were physically restrained to find 22 that were felt to be caused by the physical restraint. In 21 of these 22 cases the restraints were fastened incorrectly (19) or weird things were used (2). In most cases, the error was not using side straps or raising the bedrails. While this population is less analogous to agitated patients in the ED, it demonstrates the importance of ensuring that physical restraints are applied correctly.

Appropriate technique (references: eMedicine and EMCrit 60) requires the following:

  • 6 trained staff: 1 for each extremity, 1 for the head and 1 to give medications and help apply restraints
  • Personal protective equipment: Gloves, gowns and face-masks when possible
  • Medical-grade restraints: These should be easy for staff to remove but difficult for the patient. Knots are too difficult for staff and velcro is too easy for the patient. Straps are better.
  • Secured to the bedframe (not the siderail)
  • Supine (not prone)
  • Arms beside body, legs extended
  • Head of bed at 30 degrees (decrease aspiration risk)
  • No pillows (decrease suffocation risk)
  • Pre-restraint briefing with staff
  • Pre-mixed medications for sedation as discussed above
  • Plan for cardiorespiratory monitoring +/- airway management
  • Plan for ongoing sedation needs

I have been searching the internet for a solid physical restraint video, but I have yet to find one. If you have one please send me a link! If I don’t find one I’ll be looking at SOCMOB to make one.

Conclusion

Moderately and severely agitated patients are at high risk of hurting themselves and others and require the same level of attention as critically ill patients. Preemptive planning and training is necessary to sedate and restrain uncooperative patients and the treatment of a severely agitated patient only begins with physical restraints. Be sure to plan for ongoing sedation, monitoring and airway management prior to sedation. Having addressed the agitation of these challenging patients, my next post (which will hopefully be much shorter!) will address their needs for sedation

Thanks for reading! If you found this post helpful please support BoringEM by following on twitter, facebook, google+, RSS or email (all links at the top of the sidebar). Tweets, retweets and e-mails are also appreciated.

Peer Review: Dr. Minh Le Cong of PHARM

Author information

Brent Thoma
Emergency Medicine Resident at University of Saskatchewan
A Canadian EM Resident who loves emergency medicine, simulation, education, mentorship, leadership, quality improvement, Star Wars, Dodgeball, his dog and a few people.

The post The Agitated Patient in the ED: Moderate & Severe Agitation appeared first on BoringEM and was written by .

003: Canadian FOAM of the Week

The third installment of Canadian FOAM of the Week contains content published between March 22nd and March 28th, 2013 on free websites operated by Canadians. It was a slightly slower week on the Canadian FOAM circuit.

Canadian FOAM of the Week: The SGEM

The Skeptics Guide to Emergency Medicine continues to plug along with relatively brief and to-the-point weekly podcasts. This weeks’s episode “Stroke Me, Stroke Me” reviewed the IST-3 trial on the use of thrombolytics in ischemic stroke. While criticism of the IST-3 trial is nothing new to anyone that keeps up with the world of FOAM (the podcast’s notes include a great rundown of FOAM from other others that have covered this topic), I think this is an area that EM physicians need to know well to discuss the issue of thrombolysis with our neurologist colleagues and patients. Additionally, he did an excellent job using the study’s methodological flaws to illustrate important points of critical review and study design while continuing to utilize catchy music, musical catch-phrases and animal noises.

Canadian FOAM: Honorable Mentions

  • Manu et Corde celebrated its move to a new .org home that came complete with a fresh new look. Her premier post outlined her experiences with a MOOC (Massive Open Online Course) on clinical problem solving.
  • SOCMOB continued his “how to” video series on MacGyver-ing stuff with a post on making an atomizer out of oxygen tubing and a nebulizer. His MacGyver’d etCO2 device seems to be catching on where we work.
  • edus2 is the the new blog on the block. The site was started by Dr. Paul Olszynski and Paul Kulyk, the creators of the edus2 open-access ultrasound simulator. It is now the blogging home of Saskatoon EM physician Dr. Paul Olszynski who is currently in London (UK) enhancing his ultrasound skills. His first FOAM-y post outlines his thoughts on the early indication for ultrasound in thoracic trauma.

If you have Canadian FOAM content that you would like considered for inclusion in as the Canadian FOAM of the Week please contact me! I’m always looking for additional sites to add to the Canadian FOAM Blogroll. Until next week!

Author: Brent Thoma @BoringEM

The post 003: Canadian FOAM of the Week appeared first on BoringEM and was written by .

A commitment to Pre-publication Peer Review

Many keys have been tapped relating the merits and problems with various mechanisms of peer review for FOAM (Free Open-Access Meducation). It has been discussed on this site in multiple forms (Crowdsourced Instantaneous Review, FOAM: A Market of Ideas, Arguments for a Journal of FOAM, FOAM + Curriculum = FOAM-U?) by Aaron Sparshott at IVLine (Capturing the Great FOAM), by Damian Rolond at The Rolobot Rambles (Peer Review: Pointless, Perfunctionary or Practical) as well as on twitter (thanks for the Storify Todd Raine). Michelle Lin, Javier Benitez and the rest of the ALiEM crew have experimented with it successfully (Bridging the Quality Gap: Becoming a Peer Reviewed Blog, Pilot: ALiEM Journal). There have also been many odes to the problems with classical peer review like the ones by Graham Walker at The Central Line and Chris Nickson at LITFL here and here.

Until recently I was a whole lot of thought and not a lot of action on the peer review front. However, since the start of March I have been using pre-publication peer review to make my posts better. It takes self-discipline to keep my mouse away from the “Publish” button after finishing a post and instead e-mail it to a helpful colleague and wait for their feedback, but the improvements to my posts have made it worthwhile. Unsurprisingly, I think my posts are more clear, have less errors, miss fewer important references and are better quality thanks to the feedback that I have received. I have also found that my fellow FOAMites are happy to provide feedback and have been able to do so in an extremely timely manner.

I know this is not a new concept. I recall having my mother review my writing in grade school and understand that many of the larger multi-contributor sites internally review each others’ work regularly before posting. However, it’s something that I did not do right from the beginning and wish I had – especially for the posts with medical content. Feedback would have significantly improved my earlier posts and still plays a big role now. The need for a group of go-to people to provide peer-review feedback was the partial impetus for the formation of the USask FOAM Collaborative. Hopefully this shift will help BoringEM foster a reputation as a FOAM site that provides topical, high-quality content on the boringest aspects of EM.

I would like to conclude this brief post by encouraging:

  • Other small FOAM sites to consider pre-publication peer review if they haven’t aready incorporated it
  • The members of FOAM-nation to enthusiastically agree to provide helpful peer review if asked

And by thanking the many people that have already improved BoringEM’s content through pre-publication peer review.

As always, thanks for reading. Support in the form of comments, tweets, retweets, twitter follows, sharing this post and subscribing to my posts through e-mail is always appreciated!

Author: Brent Thoma @BoringEM

Peer Review: Dr. Chris Bond of SOCMOB

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The Agitated Patient in the ED: Assessment & Mild Agitation

When the topic of agitated patients in the ED is brought up, most people conjure up an image of a psychotic manic patient or tell the story of a patient brought in after ingesting a combination of methamphetamine and bath salts. Acutely agitated patients like this are a danger to themselves and anyone near them. Assessing and treating these undifferentiated patients in the ED can be a formidable task even if it is possible to get a collateral history and perform more than a cursory exam. Making these presentations even more challenging, they are often agitated for clinically important reasons that can result in death.

While it is important to discuss patients with extreme agitation, we see a very broad spectrum of agitated patients in the ED. They range from docile elderly patients with psychosis to the patients described above. To anticipate and prevent the escalation of agitation we need an approach that will allow us to assess a patient’s current level of agitation and address it in a way that recognizes the potential for further escalation and avoids it.

Levels of Agitation

Agitation scales have been created for ICU patients, delirious cancer patients, psychiatry inpatients, etc, but none have been developed or validated for use in the emergency department. While the American Association for Emergency Psychiatry (AAEP) do “not consider one agitation rating scale to be better than another” in their Consensus Statement on the Evaluation and Treatment of the Agitated Patient, they note that they “find the BARS is easy to use reliably, even for one not trained in psychiatry or emergency medicine” which seems like a decent endorsement to me. BARS is the “Behavioral Activity Rating Scale,” a scale developed by pharmaceutical companies to assess agitation in drug trials. It divides patients into 7 levels of agitation:

  1. difficult or unable to rouse
  2. asleep but responds normally to verbal or physical contact
  3. drowsy, appears sedated
  4. quiet and awake (normal level of activity)
  5. signs of overt (physical or verbal) activity, calms down with instructions
  6. extremely or continuously active, not requiring restraint
  7. violent, requires restraint

As far as I know, this scale has never been studied in the context of undifferentiated emergency department patients. It could certainly be criticized for defining levels of agitation by their required treatment (ie – need for restraint) rather than symptoms. However, I think its high interrater reliability (as demonstrated in this study) confirms that we can classify a patient’s level of agitation without a complicated scale that takes 15-20 minutes of observation to use (OASS I’m looking at you). We know that an intoxicated patient who is sleeping has the potential to get upset when they wakes up, we can tell if a patient is agitated very quickly by speaking with them, we appreciate when a patient is agitated enough that they may need something to calm them down, and we recognize when a patient is beyond reason and needs to be restrained quickly.

I’m not going to do a study on it, but I think this scale could be simplified to unagitated (4), mildly agitated (5), moderately agitated (6) and extremely agitated (7) to define the levels of agitation that can be addressed with various treatment options. The treatment of unagitated and mildly agitated patients will be discussed in this post. A post on moderately and severely agitated patients in the ED will follow early next week.

The Unagitated Patient: Assess for Potential Agitation

Most of the patients in the ED are not agitated, however, some of them are at higher risk of becoming agitated than others. While no treatment is required for an unagitated patient, assessing their potential for agitation in the short-term may allow efforts to be made to minimize agitating stimuli and prepare for potential aggression.

This 2008 American study of 43093 adult American civilians that completed face-to-face surveys ~3 years apart (70.3% cumulative response rate) assessed the characteristics of people that made them most likely to commit violent acts. While this information is not completely applicable to an ED presentation of agitation, it make sense to me that a patient at risk to commit violent acts in general would also be at risk to commit violent acts in the ED where they may have additional reasons for agitation. The study found that historical (past violence, juvenile detention, physical abuse, parental arrest record), clinical (substance abuse, perceived threats), dispositional (age, sex, income) and contextual (recent divorce, unemployment, victimization) factors played a significant role in predicting violence. While severe mental health conditions (schizophrenia, major depression, bipolar) were a significant predictor in the univariate analysis (likelihood of violence in people with vs without a severe mental health condition), they were not an independent predictor when these other factors were taken into account in the multivariate analysis. Notably, the items that correlated most strongly with an increased risk of violence were young age (<43 years old) and a history of violence.

This can be interpreted to mean that patients with severe mental health conditions are more likely to have other risk factors making them likely to commit violent acts, but in isolation a severe mental health condition does not make someone more likely to commit a violent act. Unfortunately, while this study characterized the epidemiological likelihood of an individual to commit a violent act, many of these variables will be unknown upon presentation to the ED and the study did not specifically assess characteristics that make an ED patient likely to become violent in the ED.

While researching this post I requested FOAM resources related to agitation on twitter and Minh Le Cong sent me several useful links. One of them was a talk he gave on Psychiatric Aeromedical Retrieval that touched on the tool that is used in Queensland to assess a mentally ill patient’s level of risk and advise appropriate restraint strategies. While this tool has not been validated, it weighed several of the risk factors discussed in the study above while paying particular attention to expressions of agitation/anger, history of violent behavior, and state of intoxication/withdrawal. If you’re involved in aeromedical retrieval of psychiatric patients I highly recommend you checking out Minh‘s entire lecture on this topic for yourself here.

So what’s the bottom line on the assessment of agitated patients in the ED? Unfortunately, there is not a lot of good literature. However, there is evidence that a combination of youth, a history of violence, and altered mental status (secondary to acute psychosis, intoxication, withdrawl or other) increase the likelihood that a patient will become agitated.

The Mildly Agitated Patient: Fix the Easy Stuff

The mildly agitated patient can be calmed down with verbal deescalation and by fixing the easy stuff. The AAEP have an entire Consensus Statement devoted to the former and refer to the latter as “environmental modification.”

Verbal Deescalation

In their consensus statement on this topic the psychiatrists state that:

“in an emergency department, both the clinician and patient can slip into irrational thinking or expediency at the price of engaging each other. A clinician who has many patients to see and too little time may prematurely use medication to avoid verbal engagement.”

Are we too quick to jump to the drugs? Perhaps sometimes. I suspect that emergency physicians’ skill and patience vary markedly in this area. However, I don’t see psychiatrists lining up around the block to complete initial assessments on these patients prior to them being calmed and medically cleared of the many things that could result in this presentation that may also kill them. Graham Walker went on a rant about medical clearance for psychiatric patients on ERCast Rant-off 2013 recently that fires a few shots in the other direction.

The AAEP Consensus Statement noted that there was limited data to guide verbal deescalation strategies but did provide recommendations based on expert opinion. Much of it was common sense, for example:

  • Position yourself at least 2 arm lengths away from the patient and maintain a direct path to the door (safety)
  • Maintain a calm demeanor and open body language (acting otherwise may unintentionally aggravate the patient)
  • Have only one provider interact with the patient at a time (multiple providers is confusing)
  • Identify the patient’s expectations (helps to determine and address the patient’s concerns)
  • Be concise and repeat yourself as needed (agitated patients have difficulty processing)

However, I did find a couple of descriptions of Jedi psychiatrist powers that I will attempt to adopt into my own practice:

  • An endorsement of Miller’s Law, which states “To understand what another person is saying, you must assume that it is true and try to imagine what it could be true of.” I had to read that a few times before I developed the most fleeting grasp of it. Effectively, Miller advises us to consider what must be true for the patient for what they are saying to make sense. Considering the words of an agitated patient in this way would change their words from seemingly mad ravings into potential insights on their thought process. To make this shift, our mindset would need to change from a focus on calming the patient to a focus on understanding them. I could see how a genuine focus on understanding would ultimately help to calm a patient.
  • A description of “fogging.” Fogging is described as finding a way to “agree with the patient as much as possible” in an effort to develop rapport. This does not imply that you should validate a delusion or hallucination, but use one of three “ways to agree” with aspects of a patient’s comments. For example: 

      Agree with the truth (Patient complains about temperature, you say “Yes, it is quite cold in here, could we get you a blanket?”)

      Agree in principle (Patient believes they have been treated unfairly, you say “I believe that everyone should be treated fairly”)

      Agree with the odds (Patient upset about waiting to see the psychiatrist, you say “Odds are other patients would probably be upset as well”)

Food & Drink

The AAEP Consensus Statement aptly suggests offering the patient choices to help give them a semblance of control over their circumstances and help to decrease their agitation. They note that “Food and something to drink may be a choice the patient is willing to accept that will stall aggressive behaviors.” These items have the added benefit of being cheap, readily accessible and abundant in most ED’s. We should use them liberally.

Nicotine

Finally, some actual evidence from the ED! The PICO question for this double-blind RCT was: In a group of agitated, nicotine-dependent schizophrenic patients, does nicotine replacement therapy decrease agitation relative to placebo?

They found that nicotine replacement reduced agitation on the Agitated Behavior Scale significantly in schizophrenic patients with both low and high nicotine dependence at both 4 and 24 hours. This reduction was quantified both in the  relative (~20-30%) and absolute (9-10%) difference in the agitation score. While this was only a single small study (40 patients), the significance of its findings, physiologic plausibility, lack of harm and ease of implementation have me convinced that nicotine replacement therapy should be offered earlier to agitated, nicotine-dependent patients. The exception to this may be those patients that are suspected to be agitated secondary to a stimulant drug. These patients may be unlikely to benefit from further stimulus.

Waiting

Waiting to be seen in the ED is an almost universal problem. We’ve all seen some normally level-headed people nearly lose it while waiting for themselves or their loved ones to be seen. It’s no surprise that patients who are already agitated can become even more agitated while waiting. In 2012 this phenomena was studied and, surprise, surprise: seclusion, chemical restraint and physical restraint all correlated with the ED census. More than just another way to demonstrate that overcrowded ED’s harm patients, this has implications for their management. I would argue that for those patients at high risk of increasing aggression (recall: young, history of violence, altered mental status), it may make sense to invest time in seeing them early to prevent their agitation from escalating to a point that will require more resources down the line.

Conclusion

While we often focus on the most out of control patients, patients with a broad spectrum of agitation levels present to the ED. In order to prevent escalation we need to match our interventions with their level of agitation. This post reviewed the BARS scale for quantifying levels of agitation, discussed the risk factors for a patient becoming increasingly agitated and offered some pearls for how to safely calm the mildly agitated patient. My next post will discuss the treatment of moderately and severely agitated patients.

Thanks for reading! If you found this post helpful please tweet/retweet it on twitter, follow me on twitter, share it on facebook, or sign up for e-mail notifications about new posts. Links to all of these options are at the top of the sidebar.

Author: Brent Thoma @BoringEM

Peer Reviewers: Dr. Minh Le Cong of Pre-Hospital and Retrieval Medicine and Nadim Lalani of ERMentor.com

The post The Agitated Patient in the ED: Assessment & Mild Agitation appeared first on BoringEM and was written by .

FAQ About Medical Student Electives

One of my twitter/blog/FOAM buddies Eve Purdy (she blogs at Manu et Corde) recently e-mailed me and requested a mentorship post on setting up medical student electives. She is working through this right now and had a lot of questions.

This is another of those topics for which the “how to” seems to be passed down from senior to junior medical students and never written down. I remember being pretty clueless about this whole process when I went through it. I was a relative late-comer to the Royal College EM sweepstakes having decided to pursue that program only during the summer before fourth year. This was compounded by my inability to plan anything in advance, ever. I started planning my electives a month or two before my first elective block. As a result, my emergency medicine elective schedule was quite deficient compared to the other EM applicants. It included only two emergency medicine electives – one at my school (which did not have a Royal College EM program at the time) and one in Edmonton. I wouldn’t want to try applying to Royal College EM with that lack of preparation these days. If you’re reading this, hopefully you will not make the same mistakes!

In this post I’ll go through some FAQ’s about medical student electives. Some of the questions are from Eve, others are questions I am asked frequently. If you’re interested in this topic, I imagine my posts on How to Rock EM Clerkship, the Reference Letter Triple Crown and Interview Inducing Elective Behavior will soon be of interest. As always, I’ll be focusing on the EM perspective (it’s what I know!) but this information is likely applicable to electives in multiple other specialties.

How can I get the electives I want?

Unfortunately, the elective-granting policies are a black box. Applying can be one of the most frustrating experiences of medical school. Many schools will outline their general procedures on the website but, even at my own institution, I have no idea how exactly it works. There’s definitely no fool-proof way to get the ones you want. Follow these tips and hopefully you’ll end up with a schedule that you can work with.

When should I apply for electives?

Unfortunately, EM electives are often not the easiest to get. You should apply for them early. How early? As early as you can. Every school seems to have their own process and timeline. Some get back to you quickly, others take forever. Some don’t charge you unless you get offered an elective, others want your money up front. Some insist that you complete your EM rotation at your home school before you come, others don’t. Some require you to book a minimum number of weeks. Some set a maximum. It would be great if there was a resource outlining all of this, but as far as I know there isn’t. You basically need to go to each of the school’s web sites, find their elective information and look into it yourself.

If there happen to be any medical students that have or will be going through this exercise soon who have recorded this information for EM and are willing to share, please get in touch. I’d love to make a guest post out of it!

Where should I do electives?

Think of electives as your opportunity to take a program for a swing around the dance floor. Who should you dance with? Probably the programs that you could see yourself most likely to have a future with at first glance. In addition to a great opportunity to get reference letters, electives give you an opportunity to check out a program, learn about it, meet the residents, and consider if you could see yourself getting involved with it long-term.

If you would consider matching far from your current school, some geographic considerations may come into play. If you’re from Ontario and plan on applying to schools in Western Canada, for example, I’d recommend that you head West for at least one elective. It may not count for much, but I think doing this implies that you’re more willing to consider moving far away from your current school. Additionally, taking the Reference Letter Triple Crown into account, it’s nice to have at least one or two letters from physicians that are in the same region as the school you are submitting it to, if not in the same province. The same advice would apply to students from Western Canada that are planning to apply to schools out East.

Do I need to do an elective with a program to get an interview? Does doing an elective at a program guarantee me an interview?

No and no! I’d like to say that these are simply myths that the senior medical students came up with to scare the junior medical students, but they seem to persist no matter how often they are disproven.

You do not need to do an elective to get an interview. Of course, for many reasons you are more likely to get interviewed by programs you have done electives with:

  • Your elective will be noted on your application so they will know that you were interested enough to check out the program yourself.
  • If you did a good job there will be attendings and residents that remember that they liked you.
  • You should be able to include a reference letter with one of the program’s own faculty vouching for you to get an interview.
  • You will be able to write a more pertinent personal letter because you actually know what you liked about the program.

However, other schools will want the opportunity to meet and assess the best applicants regardless of whether or not they came for an elective.

Doing an elective with a program does not guarantee you an interview. From the program’s perspective, if they do not see you fitting in they do not punish you by asking you to attend an interview that will not result in a match.

To state this succinctly: programs want to match the best applicants so that is who they interview. They’ll interview a solid applicant that didn’t do an elective. They won’t interview a weak applicant that did an elective.

Do I need to do all of my medical student electives in EM?

No. But you do need enough time in EM to acquire strong reference letters. I think the right amount of time in EM will vary for individual applicants on a lot of things:

  • How much time you have for electives (some schools have ~10 weeks, others have more than double that)
  • How much EM prep work you’ve done (if everyone in your school’s emerg knows your first name because you’ve been doing research/shadowing there since you started med school then you probably don’t need as many EM electives as someone that made a late switch to get good letters)
  • How much EM time you get at your school (some have 2 weeks of core, others have more)

I’d recommend doing EM electives at ~3 or more other schools if possible. If you’re from one of the lucky schools that gets a lot of elective time, consider spending some of it in related disciplines. Pretty much every discipline will teach you things that will help in the ED. While you’re with them, make sure that they know EM is your area of interest so that they can focus on it in your teaching.

As a side-note, letters from off-service attendings that rave about how much they wished you would apply to IM/surgery/etc are very nice additions to your application. We like having residents that excel both on and off service.

If I have the opportunity to do a cool elective should I take it?

By “cool” elective I mean stuff like:

  • NASA elective
  • Wilderness Medical Elective
  • International Electives
  • Toxicology
  • Etc

This is a silly question. Of course you should! These are things that will stick out on your application. I have always found that doing what you love leads you to where you want to be. In addition to the potential opportunities that could result out of doing cool electives like this, they will give you awesome experiences that you will be able to talk about on your interviews.

Why haven’t they responded to my elective request yet!?

This is likely the most frustrating part of the entire elective experience. You’ve sent in your applications early. You checked and double checked that they included everything that the school requested. Why haven’t you heard? What’s taking them so long!?

I recommend a strategy of pleasant and patient persistence.

  • First, be patient. Give it at least a few weeks. Review the school’s website to see if they have guidelines posted for how long it will take.
  • Second, be pleasant. If you still haven’t heard anything figure out the best way to get in contact with the person responsible for responding to elective students’ requests. You should probably start with a polite e-mail inquiring about the status of your application.
  • Third, be patient again.
  • Fourth, be pleasantly persistent. Talking to a real person is so much better than repetitively e-mailing. If you can find a contact number, call it. Be extremely understanding and courteous. If you haven’t heard back yet it’s likely that this person is buried under a mountain of elective requests. Do not aim for a yes/no answer about an elective, aim to get an idea of when you should hear.
  • Fifth, be persistent. If that time is up and you still haven’t heard, repeat the last step.

I realize that this seem a bit over the top. Generally I try to give very even-handed advice, however, I have mentored a lot of students that have been incredibly patient only to have elective applications rejected outright many months after they initially applied. Remember that there’s a fine line between persistence and stalker-hood and make sure that you don’t cross it.

Should I double book electives?

The comments at the end of the last question inevitably leads to this question. To be clear, by double booking I mean applying for two electives for the same dates with the intention of cancelling one application as soon as one gets accepted.

Some would argue that doing this is dishonest and may prevent others from getting an elective. Others would argue that it is rude for schools to hold an elective application for months on end before rejecting it and leaving them without a rotation (unfortunately, this can happen). I think that there is some truth to both of those arguments.

However, I think that you’re better off being straightforward and applying for one elective at a time for each set of dates. Maybe I’m overly idealistic, but I can’t endorse a strategy that can only be justified by assuming that someone might screw you over.

Conclusion on electives

Electives can be a stressful time for medical students. A lot rides on them and getting them set up can be a frustrating process. Hopefully this post sheds a bit of light on how to approach them. As always, remember that the content of this blog contains only my opinions and others may disagree. Be sure to ask around, get multiple opinions, and make up your own mind.

If you have any other elective questions ask them in the comments and I’ll do my best to respond to them there.

If you found this helpful, please e-mail it to your classmates, post it on facebook, tweet/retweet it, follow me on twitter, sign up for e-mails of my posts, or follow my RSS feed. Social media/e-mail links are at the top of the right sidebar.

Thanks for reading!

Author: Brent Thoma @BoringEM

Peer Review: Eve Purdy @purdy_eve - check out her blog at Manu et Corde

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002: Canadian FOAM of the Week

In the second installment of Canadian FOAM of the Week content that was published between March 15th and March 21st, 2013 on free websites operated by Canadians was up for consideration. As always, there was some solid FOAM produced. Honorable mentions included:

  • Sim and Choppers reflecting on personal experience with inviting family to be present during a resuscitation after reading the recent NEJM article on this topic.
  • Manu et Corde throwing out a straw dog of an idea that seemed pretty solid to me (must have been made of hearty Canadian straw stock): writing a collaborative medical student clerkship blog to process learning, help others learn, and inform educators.
  • The Skeptics Guide to Emergency Medicine tackling the evidence for the use of parenteral dexamethasone in patients with migraine.

Canadian FOAM of the Week: SOCMOB

This week I have decided to feature the third installment of SOCMOB‘s series on NSAID’s. Each of the three installments examines an important aspect of the subtleties of a group of medications that we use frequently. They are highly recommended reading.

SOCMOB, aka Chris Bond, is a resident in my hometown of Saskatoon, SK that will complete his CCFP-EM (Family medicine EM specialization) year at the end of June. He is a proud member of the USask FOAM Collaborative but will unfortunately be moving to the heart of oil country soon. He has been posting as SOCMOB since October of last year. Why SOCMOB? This is why. Be sure to follow him on twitter @socmobem and check out the rest of his great site. Chris also blogs about wine… and food… and stuff… I’d include a link to that site as well, but I’m not cultured enough to know where it is, let alone to read it.

If you have Canadian FOAM content that you would like considered for inclusion in as the Canadian FOAM of the Week please contact me! I’m always looking for additional sites to add to the Canadian FOAM Blogroll. Until next week!

Author: Brent Thoma @BoringEM

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Lean: Fad or Healthcare Revolution?

In August of 2012 the provincial government of Saskatchewan signed an agreement with a consulting company to assist in the implementation of the Lean quality improvement system throughout healthcare system. This deal, which will cost up to 38 million dollars, will see Lean quality improvement consultants working to imbed the Lean system in the culture of Saskatchewan healthcare over the next 4 years. Is this initiative going to revolutionize healthcare in the province? Or is it just the flavor of the week? As part of my administration rotation I recently took part in a week long Rapid Process Improvement Workshop (RPIW) to check it out.

For the uninitiated, an RPIW is an intensive week long investigation into a process that engages a group of employees to try multiple ways to improve it. By the end of the week an improved process is in its first states of implementation. RPIW’s are a cornerstone of Lean’s continuous incremental improvement approach to QI.

What is Lean?

Lean is a quality improvement system that was developed in the Japanese factories of Toyota. From what I have been told, the system has been widely implemented by manufacturing companies. The promotional videos that were shown at the one day “Intro to Kaizen” session I attended as well as the first day of the RPIW told the story of how the Sackichi Toyoda (original spelling) developed the technique, first with looms and later with vehicles. Little mention was made of Toyota’s recent quality issues. More attention was placed upon the successful implementation of lean at Virginia Mason in Seattle. As with any system transformation effort, Lean has a notable focus on the essential nature of culture change.

As the popularity of Lean and similar approaches to health care improvement have risen, so too have the $$$’s put into them. Judging by the number of consultants touting their expertise with these systems on the web, there must be a strong market for them. There is even a Lean blog, complete with a podcast, written by a Lean healthcare consultant. But is there any evidence that these systems work?

Does Lean work?

The anecdotal evidence is spectacular. Just google “Lean success stories in healthcare” and you can be regaled with its many successes. You can also find explanations for the failures. Common refrains include a lack of CEO commitment or resources. Is there real, solid evidence that this stuff is effective? Not so much.

Vest and Gamm (2009 – open access) did a review of the peer-reviewed literature on Six Sigma, Lean and Hardwiring Excellence. 8 studies on the Lean methodology met their inclusion criteria. In general, the studies that they found universally reported success indicating either that Lean is always successful (very unlikely) or that there is substantial reporting and publication bias (very likely). They also found that the studies that were published:

routinely omitted statistical analysis, violated statistical test assumptions, failed to adjust for confounding, introduced selection bias, and through failure to include a comparison group cannot exclude other external events as potential sources of invalidity.

A more recent review (2010 – not open access) that included more literature reached similar conclusions in addition to noting the lack of focus on clinically important outcomes and lack of reports on cost-effectiveness.

While this literature paints a relatively bleak view of Lean’s potential efficacy, I do not think it is enough to dismiss the concept. There is an extremely limited number of peer-reviewed reports available from which to draw a conclusion. While it is unfortunate that quality improvement has not yet been married to research to any significant extent, it is not surprising. Most of these initiatives are taking place in hospitals that would gain little from investing additional resources to formally study what they are doing. Additionally, methodologically robust QI research is hard! Hopefully more academics will get involved in studying these projects as lean continues to pick up steam.

How was my experience with Lean?

I had a wonderful RPIW week. My team was engaged and supportive, the scope of our tasks was reasonable, and I quite enjoyed doing this sort of thing for a change. The small group work reminded me of my days in Victoria working on team projects for my masters degree. Our team consisted mostly of nurses and care aids from the areas of the hospital that were involved in the processes that we were examining. There was also a patient representative. One of the hired consultants oversaw the work of our team. The rest of the team was composed of employees that were completing their training as “Lean Leaders” and a support person from the health region’s newly formed “Kaizen Promotion Office.” Ultimately, I think that the process changes that we came up with will improve efficiency and the patient experience if they are implemented effectively.

What do I think of Lean?

The rest of this post is solely opinion based on my own experience with Lean in my health region. While it is as anecdotal as the rest of the reports on the internet, I’d like to think that I have somewhat more credibility because I have no conflicts of interest and my background includes years studying leadership and system transformation. The positives and the negatives:

Lean Positives

1 – System-wide commitment

It is promising that the provincial government has committed whole-heartedly to implementing Lean. Their public commitment of substantial resources and the long timeline that they have given the effort have made their position clear. Based on the heavy involvement of upper administration in the RPIW week, it seems like there is also buy-in from our institution’s administration group. It will be interesting to see how well this is maintained, but for now I consider it a definite positive.

2 – Accountability

I was unable to observe or participate in any of the accountability aspects of my RPIW. However, I did note that several of my team members were planning to continue our team’s work over the next few weeks to implement the process changes and that there was a system to ensure that all employees received the necessary training. That there was an administrator assigned to “own” the process and be accountable for its implementation (or lack of implementation) was also promising. Having accountability built in to the process is a definite plus.

3 – Excitement

The excitement of the participants during the reports on their teams’ activities on Friday of the RPIW week was palpable. There was smiling, there was laughing, there was the feeling that we had all been a part of doing something good. That energy is the single biggest reason why I think this lean thing has a shot. The facilitators did a fantastic job of celebrating the successes of the teams. While I have no evidence to confirm this, I think the majority of the participants left as believers in the Lean process and will do their best to implement their own changes and support the work of future teams. In my mind, this is the beginning of the culture changes that Lean will require to take it from fad to fab.

Lean Negatives

1 – Japanese Terminology

Lean, welcome to Canada. We speak English and French here. When I throw around your Japanese words the people I’m talking to look at me funny and think (correctly) that I am weird. While I appreciate that Lean originated as a Japanese methodology and that this pays respect to that, I do not comprehend how it was okay to change the name of the system (I’m pretty sure “Lean” is not a Japanese term) but not the other important words. I also understand that some of the words do not have a simple English equivalent. In this case, I’m okay with preserving the Japanese name. However, many of them do.

For example, in Lean “waste” is known as “muda.” During RPIW’s people in brightly colored t-shirts wander around and point at things saying “Muda,” “Muda,” “Oooo, Muda!” when they find inefficiency. To the outsider this looks dumb. They see their colleagues walking around speaking Japanese and think that this whole “Lean thing” is “pretty strange.”

Why does this matter? I think that it is important because the more foreign something seems the more difficult it is going to be to get everyone in the system to buy-in. Prior to participating in an RPIW I had no idea what they were talking about. Had they pointed and said “Waste” I would have agreed. Instead I looked at them funny and wondered why they were wearing such colorful t-shirts (I would describe ours as fluorescent orange).

Having two words for the same thing is “Muda.” Let’s Lean this up, use the English words where possible and, in doing so, make Lean more accessible to the many people that have not done an RPIW and do not speak Japanese.

2 – Japanese Sensei

The introduction and conclusion of the RPIW week included a speech by a Japanese Sensei that was translated for the crowd. I am unsure why this is still necessary when Lean has been implemented effectively in so many north American hospitals. Surely, these successful hospitals have trained masterful Lean leaders that could give us a speech in our own language. And their flights would be cheaper too.

Again, while I realize that the Japanese invented Lean, I think these speeches would have been more effective given to us in English by someone with extensive experience with Lean in healthcare that better understands our context and culture. Just because Canadians invented hockey doesn’t mean all hockey coaches need to or should be Canadian. Lean is at a point where there are many experts capable of coaching and I suspect that a controversial change message would be better received coming from someone that we can easily relate to.

3 – Training Outsiders

While this was less of a problem on my RPIW team than some of the others, I noted that each of the RPIW teams seemed to have almost as many “outsiders” as they did employees involved in the processes that were being examined. By outsiders I do not mean the consultant or support people, but individuals participating as part of their training as a Lean leader or who were brought in from other health regions or organizations to “experience Lean.” While I recognize the need to include these individuals to help spread the work on Lean that is being done in Saskatoon across the province, I think their involvement limits the success of the interventions. This is problematic as if the RPIW’s are unsuccessful the involved participants are likely to be turned off of Lean and the development of a “Lean culture” will be inhibited.

I think outsiders inhibit the success of these RPIW’s in two ways:

-They do not understand the process or the implications their changes will have on the people involved. This could lead to changes that the employees involved with not be open to. Some would argue that a set of “fresh eyes” looking at a process will see things that the people involved will not. I would agree with this statement, but it seemed to me that there were too many sets of “fresh eyes” in some of the groups and not enough of the employees that are going to be able to sell the process to their colleagues when the outsiders leave.

-The entire premise of Lean is about engaging the employees that are involved in the process to improve it themselves. This is important because top-down changes are met with much more resistance bottom-up changes. Additionally, involving more of the employees (as opposed to more outsiders) would allow those involved to sell the changes that they have made to their colleagues during the implementation phase when they are back working in the new process.

Conclusions on Lean

So is it a fad? Or a healthcare revolution?

I’m going to cop out on this one and say that I think that it has the potential to be both. If the government of the day (or even its mood) changes and commitment to Lean wavers, I expect that any gains that have been made will quickly be lost. On the other hand, if institutional commitment is preserved and reinforced through personnel decisions, strong accountability measures, ongoing demonstration of improvements, and financial support, I could see Lean becoming entrenched into the culture of our hospitals and improving both efficiency and patient care over the long term.

In the end, I offer the same thought on Lean as I did when a nurse asked me about it when it was first announced:

Nurse: “What do you think of all of this lean business?”

Me: “I think it’s better than what we’re doing now.”

Nurse: “What are we doing now?”

Me: “I have no idea.”

Thanks for reading! If you think this is worth a read please share it on facebook, tweet it, retweet it and e-mail it to your friends. You can follow my blog through the many ways outlined at the top of the column on the right. Within the next couple of weeks expect to see a new medical post on agitated patients as well as a couple of requested mentorship posts that I haven’t gotten around to writing yet. Author recruitment efforts have also yielded a few leads and there may be some “guest posts” from potential new contributors/partners up soon!

Author: Brent Thoma (@BoringEM)

Peer Review: Dr. Mark Wahba (@mywahba) & Dr. James Stempien

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001: Canadian FOAM of the Week

In an effort to highlight some of the excellent content put out by my fellow Canadians, I have started a new section. Each week BoringEM will review the FOAM produced by all of the sites listed on the Canadian FOAM Blogroll and select a post as the Canadian FOAM of the Week. While similar to the much appreciated LITFL weekly review written by Kane Guthrie, I hope that the significantly limited scope will allow me to support some of the smaller Canadian FOAM sites.

FOAM that was up for consideration in the inaugural week was published between March 8th and March 14th, 2013 on free websites operated by Canadians. It was a great week to start as there was some solid FOAM produced. Some honorable mentions included:

Canadian FOAM of the Week: The Chart Review

This week I have selected The Chart Review’s discussion of a patient presenting with SCAPE (Sympathetic Crashing Acute Pulmonary Edema – coined by Weingart) as the inaugural Canadian FOAM of the Week. She earned bonus points for incorporating a fantastic twitter discussion into an excellent analysis of the available literature to outline an approach for caring for these challenging patients. Elisha T is a Canadian blogger that has been posting at The Chart Review since November of 2012. Be sure to follow her on twitter @ETtube and check out the rest of her great site!

If you have Canadian FOAM content that you would like considered for inclusion in as the Canadian FOAM of the Week please contact me! I’m always looking for additional sites to add to the Canadian FOAM Blogroll. Until next week!

Author: Brent Thoma @BoringEM

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FOAM + Curriculum = FOAM-U?

With the first SMACC conference a wild success, I think it is becoming obvious, at least to the early adopters, that FOAM is here to stay. Some of the recent discussion on the future of FOAM has centered upon building a structure for the FOAM “tree of knowledge.” The tree of knowledge reference and a very eloquent summary of this topic is available from a new member of the FOAM-o-sphere, the Mid Med Meddler who recently started posting at meddle.cc (it’s a good post – let’s give him some support!). Tim Leeuwenburg also weighed in with a couple of post from SMACC that touched on curriculum.

This is also something that I have been thinking about a lot lately. It’s interesting watching the traffic on my site. As I don’t have nearly the pull of some of the larger sites, my traffic comes in spurts. When I write a new post, especially if it generates discussion on twitter, I get lots of views. When I don’t post for awhile the traffic slows to a trickle. As I gain more followers the baseline traffic increases. However, new visitors don’t often go rummaging through my old content and, over time, my best posts receive less and less views.

But are these posts any less relevant today than they were when they were published? Perhaps slightly. But I’ve only been blogging for 3 months! Even in medicine, things are not obsolete that fast. I would like to think that there would be some value in these posts to students as they progress through medical school, residents as they complete their residencies, and all physicians that are looking for information on one of the topics I’ve covered. They, like myself and most consumers of FOAM, follow a group of blogs/podcasts and consume the content as it is blasted out at them. I’m unsure who to credit with the analogy that following FOAM is “like sipping from a fire hose,” but I think it’s particularly apt. Whatever content is produced is pushed at us and it is not necessarily easy to pull content that we need at a particular time. I still find this to be the case with FOAM despite the herculean efforts of EMGoogle to make it searchable and GMEP to categorize it.

Danica Kindrachuk, a medical student who has quite the vision for the future of medical education (she blogs at Want2BeMD and completed her first peer review as a member of the USask FOAM Collaborative on this very post!) emailed me earlier this year with an idea that she had for a FOAM-related project. She had hoped to spend her summer matching FOAM resources with the USask medical curriculum so that FOAM could serve as a resource for students looking to learn beyond their lectures. This intriguing idea would have allowed students to reach for the FOAM resources related to the content they are learning in the classroom. In my mind, this would be analogous to converting the fire hose of FOAM content into a student-friendly stream that can be accessed to gain additional insight on the topics that they are currently learning about.

I think curating FOAM in this way would be a spectacular idea. However, I suggested that it could be taken a step further. Why categorize FOAM according to the curriculum of a single medical school, when it could be categorized according to Canada’s medical curriculum? Canadian medical schools are supposed to develop their curricula to meet the objectives of the Medical Council of Canada. A site that linked the MCC Objectives to FOAM content could convert the FOAM fire hydrant into a FOAM stream for an entire country of medical students. It would also have other potential benefits:

  • Content could be scored by students for students so that the best resources for meeting a particular objective at a student-appropriate level would be accessed the most frequently.
  • These scores would serve as a form of peer-review and help the best FOAM to “bubble to the top” (also not sure of the origin of this analogy).
  • Gaps in the FOAM-o-sphere could easily be identified and plugged by content producers.
  • The objective-specific content would help medical students to access the content they need both for their courses and as they prepare for their licensing exams.
  • Exceptional FOAM content would continually be rediscovered as class after class of medical students accesses the resources that those ahead of them felt were most useful.
  • Instructors would be able to find and direct students to great resources for expanded content without needing to reinvent the wheel by creating it themselves.

Over time, I expect that most objectives will be served by FOAM to some degree. An unintended drawback could be that old, well-received content overshadowing great new stuff, but that just seems like too much of a good thing to me!

While Danica initially conceived this idea for medical students, I see no reason why the same could not be done for the curricula of residency programs, especially emergency medicine. I know I’d visit frequently to find the content that my peers found the most useful and to ensure that I am meeting program objectives.

I’ve come up with some fairly pie-in-the-sky ideas before (see A Journal of FOAM), but I’m a lot more serious about seeing if this can become a reality. Medical students, I’d appreciate your feedback. Would you use a site that linked you to FOAM content that discussed the MCC objectives? Would you be willing to rank the content that you find helpful? Would you use it to expand your learning as you went through medical school? Or to study as you prepared for the MCCQE1 (aka LMCC) exam?

I think it could be built. If you would use it, and especially if you would be willing to help make it a reality, I’d very much like to hear from you. I’m thinking we could call it FOAM-U: the Free Open Access Medicine University.

Author: Brent Thoma @BoringEM

Peer Reviewer: Danica Kindrachuk, a 2nd year medical student member of the USask FOAM Collaborative who tweets from @WantToBeMD and blogs at Want2BeMD.

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Professionalism and I

I was on my way home from work last night when I checked twitter. 13 mentions in an hour – that’s kind of crazy (for me anyways). What could have sparked that?

It took me a second to piece together the conversation. When I did, I found that Eve Purdy, a medical student, twitter-friend and colleague of mine, had posted a link to an article that I had written more than 4 years ago that was published in Canada’s second largest medical journal, Canadian Family Physician. She wasn’t aware, but this was not just another article for me. It was the article that nearly ruined my life.

It was my first month of clerkship and I was a very green medical student. After a few weeks I had been exposed to a bit of everything, including the common sensitive exams, and felt I was doing well. Towards the end of my rotation I saw a patient that presented for a pap smear. After the history and non-invasive components of the physical exam I was concerned that her body habitus would make the procedure technically challenging.

So what did I do? I took a history and gathered the materials before calling a female nurse to chaperone and my preceptor to help with the pap smear. What I should have done was insist that my preceptor stay and assist with the procedure. However, I was not explicit in my request for assistance and ended up attempting the procedure alone. Imagine yourself standing there, speculum in hand, wondering if you should run out into the hall and call your preceptor back because you weren’t sure that you’d be able to complete the procedure independently. Would you have tried? Would you have allowed yourself to be reassured by your previous success?

Prior to this experience I would have told you without hesitation that, had I been put in this situation, I would have stuffed my pride in a bag and ran after my preceptor.

But in real life I didn’t. That was a mistake.

Instead, I tried and I failed – I could not find the cervix. I was embarrassed and the patient seemed embarrassed. It was a terrible experience for everyone and I remember wanting to sink into the floor of that room. I can think of only one time in my life when I felt like a more horrible human being than I did at that moment – and it’s coming up.

Unfortunately for the patient, when I went and got my preceptor they failed too. I felt terrible for the patient.

This experience is what I was thinking about when I put fingers to keyboard and wrote the article that Eve tweeted about. It’s available here and is still the top search result for anyone that googles me. I don’t promote it because I wish I had never written it. At the time it was a way to for me deal with my feelings of inadequacy and I certainly did not intend to offend anyone. While the piece is quite self-derogatory, it also made some crude jokes and comments about patients that I wish I could take back.

However, when the editor of Canadian Family Physician advised me that my manuscript had been accepted I was thrilled. What medical student wouldn’t be excited about hearing such great feedback about their writing? Or about having their work in one of their country’s most prominent journals?

When the article was published later that year the backlash was immediate and substantial. I remember first seeing the first comments in the Canadian Family Physician’s “Response to the Article” section at the beginning of December, just after completing my application for CaRMS (the Canadian residency match). I can still quote parts of the response that one of my preceptors (not the one that I had worked with that day) wrote. Earlier that year we had gotten along well and I received a good evaluation. But in that letter to the editor I was called a raunchy, pathetic, socially inept, juvenile, misogynistic, sexually abusive, failed learner with Neanderthal tendencies.

The day I read that response was the day that I almost kissed good-bye everything that I had worked so hard for. Up until that point I had been very successful – a medical student, the President of the med student society, the Chair of the student clinic’s Board, and (I think?) a fairly promising CaRMS candidate. That day I was a Neanderthal. My preceptor had said so.

It got worse. The National Post wrote a story about it and it went viral. Newspapers across Canada picked it up. The only thing worse than the articles themselves were the comments sections. It was the lowest point in my life. While some stood up for me (notably, the Dean of my medical school), others lampooned me and I wondered if I had ended my career with the click of a mouse.

The attention on this article settled down after 3-5 months and I would have liked it to stay that way forever. In fact, in the back of my mind I had this naive hope that someday this blog would knock that article right off the front page of google results for my name. However, that was a pipe dream. It was bound to come up eventually and, for better or worse, that article is part of the past that made me who I am today. It came up again yesterday and I am sure it will again in the future and so I feel compelled to provide a more substantial response to the controversy than I did in my timely apology.

So what did I learn?

First, that as physicians, we need to maintain our professionalism in 100% of our interactions. We are given a privileged position in society and, as a result, our words, both spoken and written, may be held to a higher standard. This is particularly relevant to those of us that share our thoughts on blogs and in public forums. Saying something inappropriate even once can result in substantial unanticipated consequences for our patients and our profession.

Second, for the same reason, sharing our thoughts so openly makes us vulnerable. Only now, more than four years later, am I starting to feel comfortable writing in a forum like this. For obvious reasons, this post has once again made me uncomfortable. I really do not want to relive that experience. However, I am thankful that I am still working in medicine and able to share this story. Hopefully it will prevent someone who reads it from being as foolish as I was. I now routinely take more time before publishing my thoughts and often ask trusted mentors to review my posts and I would advise everyone else to do the same.

Third, that when one of my students screws up I need to show compassion and see it as a teaching opportunity. Despite the criticism that I faced, there were people that continued to support me. Other preceptors met with me and helped me to learn from it so that some day I could get past it and be a better physician for it. These are the people that I learned from and the ones that I hope to emulate when I have my own students.

Fourth, I can never be less than 100% explicit in letting my preceptors and colleagues know that I need their help. This whole situation could have been avoided had I done that in the first place. When I become a preceptor for procedures and sensitive exams I will always ensure that my students are completely comfortable performing any tasks before I leave the room.

Fifth, that even when you screw up big time, if your heart is in the right place someone will find it in theirs to give you another chance. Despite this article exploding during the middle of CaRMS, my program director and the director of my emergency department still interviewed me, still listened to me, and still decided to give me a chance. I hope that I’ve made them proud.

I’d like to end this post with the first tweet that I saw when I logged onto twitter last night. It reflects my current thoughts perfectly. Thanks for @AfternoonNapper for sharing it at the perfect time as it was just the inspiration that I needed.

I try to be a pretty decent human. Sometimes there are people who find fault within me. I am not faultless, so let it be.

Thanks as well to my mentors and colleagues who took the time to review this post. Your support has been extremely important to me.

Brent Thoma @BoringEM

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Reference Letters and Interview-inducing Elective Behavior

In response to my post on reference letters (The Reference Letter Triple Crown) one of my favorite med student bloggers facebooked me the following request (note, she also plays the “Would you rather” game!):

I would rather lick a public toilet seat than have to ask someone for a reference letter. I apparently went into the wrong profession to have that personality trait. Any tips on getting over the awkwardness??

As I’d rather she didn’t catch a toilet-transmissible infection, I figure I should get on that. In this post, I will offer my advice on how to perform “the ask” for reference letters in the least awkward way possible and get into associated elective behavior that can win you props and help you score interviews. As usual, my opinions come from my experiences and relate most specifically to EM. As they are only my opinions, people are bound to disagree. Be sure to talk to lots of physicians and get as many opinions as you can on stuff like this.

7 elective behaviors that induce interviews:

1. Attend Everything

It may seem obvious, but I’m always surprised when EM-inclined medical students decline invitations to the optional parts of our academic half-days. Be there and be interested! Half-days are your opportunity to check out a program’s academic foundation, get a better idea of how the residents and staff interact, and introduce yourself to the residents and program director. The same goes for any journal clubs or hang-outs that are arranged. It’s often possible to get invited even to events that medical students don’t usually attend if you’re friendly, present and interested. We want to show off our awesome program to the rock-star visiting medical student almost as much as you want to show off for us. Other big no-no’s at any event include showing up late, leaving early, and lighting up your face with the glow of your cellphone!

2. Sniff out a Friendly

By “friendly” I mean a resident that is med student-friendly. While most residents meet this description to some extent, there is a lot of variation between residents and programs in med-student friendliness and you want to find the biggest friendly you can.

How can you sniff them out?

The easiest way is to let them come to you. Follow #1, look friendly, and at most programs someone will come introduce themselves to you. They’ll almost certainly be a friendly.

3. Get Friendly with the Friendly

No, not like that. Sicko.

Use the opportunity of the introduction to ask them some questions and gauge their level of friendliness. Most will be happy to talk to you about the ins and outs of their program in an informal way. There’s a fine line between interested and over-enthusiastic, but if you’re polite, ask good questions, are thankful for the help and are socially aware enough to ensure that you don’t take it over the top it should go well.

There’s a lot of reasons you should do this. First, it may score you invitations to events that you wouldn’t otherwise know about. Second, friendly’s are great people to talk about the strengths/weaknesses of their program with. Having that type of conversation can help to make your personal letter to that school more insightful. Third, they can be helpfully supportive of your interview invitation and/or rank list. And fourth, they may be able to let you know who at their school you should do your best to meet/work with/get a reference letter from.

4. Introduce yourself to the Program Director

This can be scary, but I’d recommend normalizing it for yourself. You’ve gone out of your way to travel to another city to check out their program on an elective, often at considerable personal expense. From what I’ve seen, the program director’s (especially those at the smaller programs) are happy to say hi. If you’re going to a larger program where program director access is a bit more difficult, it might be worthwhile to send an e-mail to let them know that you’re coming and that you’d be interested in meeting with them if they have the time. If they don’t respond don’t be offended, but do still say hi if you happen to see them. The lack of a response is much more likely to be because they are too busy than a desire to not meet you.

5. Work hard

I wrote previously about 10 Ways to Rock EM Clerkship and all of that still applies. Regardless of how you’ve prepared, your reference letters are going to depend largely on how you do on shift.

In a single run-on sentence: show up early, let your preceptors know that you have an interest in EM, have a learning goal and tell them about it, get an orientation of the department on your first shift, work hard, be engaged, take ownership of your patients, pick the patients that are the most challenging for you (ie 30yo with lac vs 4yo with lac, take the 4yo!), follow up on your patients without prompting, stay late to see your patients to disposition, ask for advice both on a career in EM and on how you’re doing, read about whatever you’ve talked about after each shift so you can show that you did on the next shift and be super nice to the support staff and patients.

I think there’s yet another blog-post worth of content that could be expanded upon within that sentence, but it will have to do for now.

6. The Ask

EM is probably one of the most awkward specialties to get reference letters in. Students often only get to work a couple of shifts with any given attending and still have to “do the deed.” What can they do to make it (slightly) less awkward?

First, find a good preceptor to ask. Generally there will be a few physicians each rotation that you will work with for more than a shift or two. They are your best bets, but talk to your Friendly, remember the Reference Letter Triple Crown and try to find someone that you hit it off with that meets some of those criteria. If none of them do, there may be opportunities to switch your shifts around. If you can do that without stepping on any toes (ask your Friendly!), I’d highly recommend it.

The times that I hit it off with a preceptor I was generally surprised with how easy “the ask” was. Occasionally they’d offer to write a letter before I even took the leap. Other times they’d realize what I was going for and lighten the mood. Regardless, I tried to make it less awkward for myself by remembering two things:

First, they’ve all been where you are right now. How will you respond to a student asking you for a reference letter when you’re a big-shot emergency physician? Pretty well I hope. Why? Because you remember what it was like to be in that position. It’s the same for most of them.

Second, if you’re working with an EM physician at an academic center who knows that you’re gunning for emerg, they will probably expect to be asked for a reference letter. You’re not the first student that has approached them and you won’t be the last.

Many others will tell you to be sure to ask for a “strong” reference letter, with emphasis on the “strong.” This may have some value, it may not. Personally, I think judging your general interactions and considering how your post-shift evaluations went is a better barometer of how supportive they will be of your application, but there’s really no way to know. This is one of the reasons that CaRMS drives everyone bonkers.

Conclusion

CaRMS is stressful. Asking for reference letters can be awkward. However, there are some things that you can do to minimize that. Fortunately, the majority of the medical students that have worked hard to secure an EM residency will get one. Best of luck!

And this concludes my first post in my new .org home. If you enjoyed it post please tweet/retweet the hell out of it, e-mail it to your twitterless friends/colleagues, follow me on twitter (click here or in the top right corner), sign up for my RSS feed (top right corner beside the twitter link), sign up to receive e-mails after each post (under the RSS/twitter links), and/or leave comments. I’d greatly appreciate any feedback you have on the new site.

Thanks for reading!

Brent Thoma @boringem

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