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Introduction As global travel becomes more prevalent, medical students may be asked to care for patients with unforeseen exposures. We developed a simulation where clerkship medical students interviewed and examined a patient with recent travel who presented with bloody diarrhea and abdominal pain and was diagnosed with amebic colitis. The students had the opportunity to develop a differential diagnosis and discuss the workup of the patient. Methods We divided students into two groups. Each group took a turn participating in the simulation while the other group observed. Students were expected to interview and examine the patient as well as treat any urgent findings and develop a differential diagnosis. After each simulation, we reconvened with both groups for a faculty-led debriefing session to discuss the learning objectives, including approaches to caring for a patient with diarrhea and the differential diagnosis and workup of bloody diarrhea. Results To date, five different groups of six to 12 students have completed this simulation. The module has been well received, and 100% of survey respondents have agreed that after completing the activity, they had a better understanding of how to approach a recent traveler with diarrhea and abdominal pain. Discussion While most medical students will not travel abroad for traditional global health experiences, many will encounter patients with recent travel or immigration and must therefore be prepared to treat diseases typically categorized as global health. We developed this simulation and successfully incorporated workup of a returning traveler into the medical school curriculum for clerkship students.

Abstract Introduction This case-based simulation exercise focuses on the evaluation and management of a patient presenting to the emergency department with an upper gastrointestinal (GI) bleed, or more specifically, a variceal bleed. Methods Clinical-year medical students, participated in this high-fidelity simulation during a 3− to 4-day long interclerkship intensive. Students were divided into groups of eight to 10 students, with four to five actively participating in this case, while four to five observed. Those who were participants were expected to manage the care of the patient. Those who observed during the first case then actively participated in the second case. Debriefing materials and references are included. All students actively participated in debrief. Typically, two faculty teach the simulation case. One faculty is from emergency medicine or critical care and is familiar with mannequin controls, as well as acute management of patients. The other faculty is a gastroenterologist who can speak to specific areas of management and is the content expert for the learning objectives. Results After completing 3 months of clinical clerkships, 160 core clinical-year medical students, participated in this simulation. While this case has been used for the past 4 years, evaluation data was only collected for the most recent year. Student evaluations this year indicated that 79% of the objectives were met and 19% were partially met. Three percent stated objectives were not met. Student feedback has been positive, and their varying knowledge and skill level allow the students to teach each other. Discussion This case has been well received by both students and faculty facilitators as an effective way to test students' ability to manage a patient presenting to the emergency department with an upper gastrointestinal (GI) bleed.

Abstract Introduction Team training initiatives, a form of interprofessional education, have been implemented in hospitals nationwide in response to patient safety reports citing teamwork and communication failures among the most frequent contributors to errors. In the emergency department and critical care units, efficient resuscitation of acute patients is contingent upon skilled resuscitation teams employing effective teamwork and communication skills to provide reliable and safe care. Policymakers and leaders in health care recognize that interprofessional collaboration in the workplace is required to achieve efficient, coordinated, and high quality healthcare. This team-training curriculum was established and implemented in order to address this specific need. Methods This educational module has been created and implemented to bring together an interprofessional team consisting of emergency medicine or internal medicine residents and nurses to work together as a cohesive unit during the resuscitation of critical patients. The materials presented and the simulation scenarios provided highlight and teach role identification as well as effective communication and teamwork. Results Over seven sessions from July to September 2012, a total of 76 nurses and residents participated in the course in our department. We showed a significant improvement in teamwork attitudes as measured by the Agency for Healthcare Research & Quality's previously validated TeamSTEPPS™ Teamwork Attitudes Questionnaire. Discussion Due to the overwhelmingly positive response from the course participants, several other departments within our institution have started to create and implement a similar simulation-based course for team training in their departments as well.

Abstract Introduction Effective health care delivery provided by trauma teams can be enhanced through teaching and training multidisciplinary team members the essential elements of crisis resource management (CRM). The authors originally implemented a trauma team exercise focused on the resident learners and supported the central elements of advanced trauma life support. In 2009 this program was put on hold and a needs assessment was conducted. As a result the curriculum was rewritten to focus on the entire team training and CRM principles. The materials presented and the simulation scenarios enclosed are to highlight and teach role clarity, effective communication, resource management and utilization, and global assessment. Methods This resource takes approximately 4 hours to complete with the first hour consisting of introductions, orientation to the simulations, and a review of the institution's trauma system. The remaining 3 hours are comprised of three simulation scenarios (i.e., a 70-year-old man who is injured in a single-car collision, a 20-year-old woman who is 32 weeks pregnant and sustains injuries following intimate partner violence, and a multiple-case scenario). This is followed by a debriefing and sharing of lessons learned. Results To date, seven teams with 34 learners have been trained with this module. Discussion This educational unit successfully brings together multidisciplinary teams consisting of emergency medicine and surgery residents, nurses, patient care assistants, and medical students, to learn about CRM.