CORD/CDEM/EMRA/SAEM video on Transitions of Care. Take a look, consider using on your next rounds!
https://www.youtube.com/watch?v=7B7p_krIEkU&feature=youtu.be
CORD/CDEM/EMRA/SAEM video on Transitions of Care. Take a look, consider using on your next rounds!
https://www.youtube.com/watch?v=7B7p_krIEkU&feature=youtu.be
Here is a pretty comical article by Dr Ioannidis. If you do not know who this is stop now and read this.
This article was just published. It is written as a report to the father of evidence based medicine, Dr David Sackett. It takes a not terribly optimistic view of the current state of medical research. He calls out industry bias, ghost authorship, and many other flaws of our system. We are very lucky to have people like Dr Ioannidis ensuring integrity to the research process.
I’ve recently had several of the interns asking me about studying. I think all of us should be studying one of the core texts: Rosen’s, Tintinalli’s, or Harwood-Nuss. My own preference is for Tintinalli’s for a number of reasons. It is the most direct, in terms of what do I need to know to take care of a patient with this condition. It is also slightly more comprehensive than Rosen’s. I also love that it has three versions: Emergency Medicine: A Comprehensive Study Guide; Emergency Medicine Manual (with a new version coming out soon); and Emergency Medicine: Just the Facts. For those that don’t know, the manual is a shortened version of the big book, still in paragraph form. Just the Facts is an outline version. I use the big book as my primary resource, the manual when I just can’t make myself read the renal chapter, and Just the Facts as a quick review.
Rosen’s is a wonderful book, extremely well written, and something I plan to read after residency. Hawood-Nuss is too simplistic, leaves out too much of what a good ER doctor needs to know, and in my opinion is only suitable for NPs and PAs.
If you are trying to decide which book works for you, pick a couple of chapters of each book, read the chapters and see what works better. Notice that I say a couple chapters, because each chapter is written by different authors. You don’t won’t to stick with less than ideal book, just because one chapter was written beautifully.
A resource I recently discovered and have been enjoying is CrackCast. It is written by a Canadian group and they publish a new lecture each week going over a single chapter of Rosen’s, in order. Now even though I am a Tintinalli’s man and the material is slightly different, core content is core content. The lectures are wonderful.
Something else wonderful about this group is their belief in spaced repetition. The group publishes flashcards for every lecture that they do.
For our interns, here are a couple previous blog posts about learning and spaced repetition:
Just this month, the UL ID department presented lectures on research methods from the beginning to the end of the research process.
Louisville Lectures has posted the first 3 of them and they are fantastic as expected. Louisvillelectures.org continues to receive praise from Lifeinthefastlane blog. You can find the lectures on Youtube or iTunes as well.
Here is a link directly to the site, they are video lectures so I would recommend watching on this link, though if you like to listen while driving check podcasts on iTunes.
The lectures are brief enough to be valuable for all residents and faculty, worth repeated views for anyone interested in academics.
This is just a little reference card that goes along with what we learned on our last Peds Sim. I found that the Neonatal Resuscitation Program obviously has a different algorithm than with most of our resuscitation algorithms. Take a look at it, memorize it or just forget about it. Ether way here is a quick reference for everyone.
This advice applies to all residents and most of it works for physicians of all ages.
Everyone needs to read this a couple of times and remember this ability to analyze the literature is the reason we make the big bucks.
Ran across this article. Think I may try a couple of these techniques out on my next corneal abrasion patients. Fluorescein tricks
Now if I could only find the missing tono pen.
A couple general articles on spaced repetition:
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805.
Stahl SM, Davis RL, Kim DH, Lowe NG, Carlson RE, Fountain K, Grady MM. Play it Again: The Master Psychopharmacology Program as an Example of Interval Learning in Bite-Sized Portions. CNS Spectr. 2010 Aug;15(8):491-504. PMID:20703196.
Several articles by a Harvard Urologist about the implementation of spaced repetition in medical education:
1: Kerfoot BP. Adaptive spaced education improves learning efficiency: a randomized controlled trial. J Urol. 2010 Feb;183(2):678-81. doi: 10.1016/j.juro.2009.10.005. PubMed PMID: 20022032. 2: Kerfoot BP. Interactive spaced education versus web based modules for teaching urology to medical students: a randomized controlled trial. J Urol. 2008 Jun;179(6):2351-6; discussion 2356-7. doi: 10.1016/j.juro.2008.01.126. Epub 2008 Apr 18. PubMed PMID: 18423715. 3: Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: a randomised controlled trial. Med Educ. 2007 Jan;41(1):23-31. PubMed PMID: 17209889. 4: Kerfoot BP, Brotschi E. Online spaced education to teach urology to medical students: a multi-institutional randomized trial. Am J Surg. 2009 Jan;197(1):89-95. doi: 10.1016/j.amjsurg.2007.10.026. Epub 2008 Jul 9. PubMed PMID: 18614145. 5: Kerfoot BP, Fu Y, Baker H, Connelly D, Ritchey ML, Genega EM. Online spaced education generates transfer and improves long-term retention of diagnostic skills: a randomized controlled trial. J Am Coll Surg. 2010 Sep;211(3):331-337.e1. doi: 10.1016/j.jamcollsurg.2010.04.023. Epub 2010 Jul 13. PubMed PMID: 20800189.
To all the new interns:
You are starting a new phase of your education. One that is largely self directed. We have our core texts, Rosen’s, Tintinalli’s, and Harwood-Nuss, which you will pick one of and begin to work through. We also have the supplemental, but extremely mandatory books like Robert’s and Hedge’s Procedures in Emergency Medicine. This post is a suggestion to add one more book up front and potentially make your time reading more valuable.
The purpose of this post is to save you from wasting hundreds of hours reading and rereading to find that little has stuck at the end of it. The pre-eminent point of this book is that recall trumps repetition. Actively trying to remember is a hundred fold more productive than rereading.
Here’s a quick summary of other points:
Summary above from: https://rkbookreviews.wordpress.com/2014/06/06/make-it-stick-summary/
I’ve made sure everyone has access to this book. If anyone has any questions, feel free to email me.
8400 flashcards based on the 7th Edition of Rosens Emergency Medicine Concepts and Clinical Practice.
The flash cards are attached. Here is the site I got them from:
Here is the full powerpoint for FOAMed and the literature, to be continued in conference in the future.
Here is Dr Kennedy’s Lecture
Hey this is not a case but what goes through my own head on a difficult shift. There is a lot of information out there on cognitive load / error. Dr Croskerry is essentially the EM world expert on this subject. Take a look at this most recent article. Another great resource are a couple books, one short and sweet the other very in depth. Both are dirt cheap now on Amazon.
If you’re like me, and I know you are, you wish Martin Espinoza’s lectures were recorded and available. They are. You’re welcome.
Also, if you haven’t heard yet, the IM department just launched a FOAMed website called Louisville Lectures. It’s one of the first of its kind worldwide and it’s based out of ULH. Michael Burk, who is rotating with us this month from IM, is the founder and managing director. It got a shout-out on LITFL this month. Worth a look.