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"I got the vaccine, and it gave me COVID!" said the elderly woman who was vaccinated the day prior to her emergency department visit. A woman in her 50s, sitting at the bedside of her husband who is profoundly short of breath and barely able to speak due to COVID, states that neither of them will ever get vaccinated because "We don't want a vaccine that's going to mess with our DNA." Another younger patient who arrived after an accident and required the operating room for his fracture repair states "COVID-19 doesn't exist. I refuse testing," after being informed of the hospital policy to test all patients going to the operating room. These statements are just the tip-of-the-iceberg in the battle between COVID misinformation and patient care. In this article, the authors will address the history of misinformation and the education theories behind them, link these theories to COVID misinformation, and provide strategies on how to dispel COVID misinformation in the front lines.

Learning Objective: To determine the prevalence of IP and related attitudes in first-year residents.Background: Impostor phenomenon (IP) is an experience in which individuals attribute their success to external factors and maintain a fear of exposure as a fraud. Times of transition are particularly high-risk for IP. Encouraging reflection and conversation about professional identity and self-doubt may decrease IP in first-year residents.Objectives: To determine the prevalence of IP and related attitudes in first-year residents.Methods: This was a prospective mixed-methods study conducted in July 2021. 63 first-year residents (47 EM, 16 FM) from 3 institutions participated in a session on IP during orientation: a formal lecture and reflective activity in which learners painted masks representing their internal and external selves and shared reflections with peers. Prior to the session, learners completed the Clance Impostor Phenomenon Scale (CIPS) and free-text questions related to IP. Learners were invited to repeat the survey 2 weeks later. Descriptive statistics and inductive qualitative methods were used to analyze the results.Results: 53 learners (84%) completed the survey prior to the IP session. Mean CIPS score of learners was 66.5, range 42 - 100 (>61 indicates high impostorism). Mean combined female and non-binary learner scores vs male learner scores were 69.9 vs 65.5, respectively. Major qualitative themes included: IP in medical school, cyclic feelings, and self-doubt. 2 weeks after the session, 18 learners reported a mean CIPS score of 65.5. Themes included describing the IP session as therapeutic and the value of shared experience.Conclusions: High IP was prevalent among first-year residents. Preliminary results suggest that a session on IP including a hands-on activity such as mask-making may help to mitigate feelings of impostorism and allow learners to reflect and create a therapeutic and bonding experience early in training. We plan to assess all participants at 6 months to determine recall, IP, and related attitudes at that time.

In April 2018, the Surviving Sepsis Campaign (SSC) released an updated sepsis bundle, which combines directives previously listed in the three-hour and six-hour bundles. The authors discussed the reasoning and evidence supporting these changes. However, there are data that suggest these recommendations may be contrary to the best available evidence. Our purpose here is to highlight the areas where evidence is only as strong as the methodological constructs of the research used. This article is a narrative review of the available, limited evidence on which the one-hour bundle was based.

On October 1, 2015, the United States Centers for Medicare and Medicaid Services (CMS) issued acore measure addressing the care of septic patients. These core measures are controversial amonghealthcare providers. This article will address that there is no gold standard definition for sepsis, severesepsis or septic shock and the CMS-assigned definitions for severe sepsis and septic shock arepremature and inconsistent with evidence-based definitions. [West J Emerg Med. 2017;18(5)951-956.]

"I got the vaccine, and it gave me COVID!" said the elderly woman who was vaccinated the day prior to her emergency department visit. A woman in her 50s, sitting at the bedside of her husband who is profoundly short of breath and barely able to speak due to COVID, states that neither of them will ever get vaccinated because "We don't want a vaccine that's going to mess with our DNA." Another younger patient who arrived after an accident and required the operating room for his fracture repair states "COVID‐19 doesn't exist. I refuse testing," after being informed of the hospital policy to test all patients going to the operating room. These statements are just the tip‐of‐the‐iceberg in the battle between COVID misinformation and patient care. In this article, the authors will address the history of misinformation and the education theories behind them, link these theories to COVID misinformation, and provide strategies on how to dispel COVID misinformation in the front lines. [ABSTRACT FROM AUTHOR]

Background: Conflict is inevitable in the emergency department, and conflict resolution is an essential skill for emergency providers to master. Effective conflict management can optimize patient care and enhance professional satisfaction. To communicate effectively in high‐stress, high‐impact situations, sex‐ and gender‐based differences need to be considered. Methods: Nine resident, fellow, junior, and senior faculty members of the Academy for Women in Academic Emergency Medicine collaborated to design a 4‐h workshop. The focus was on professional communication and conflict resolution in emergency medicine (EM), with special attention on how sex and gender can influence these processes. Results: The final educational workshop utilized a variety of formats focused on communication and effective conflict resolution including: traditional didactics, facilitated small groups with case‐based learning, expert panel discussion, and an experiential learning session. The consideration of how sex‐ and gender‐associated factors might contribute additional complexity or challenges to conflictual interactions were interwoven into each session to highlight alternative vantage points. Conclusions: Effective conflict resolution is an important skill for success in EM. We developed a workshop that went beyond typical communication‐based programming to consider how sex‐ and gender‐related factors influence communication and conflict resolution. [ABSTRACT FROM AUTHOR]

Audience: This interactive module is designed for implementation within an Emergency Medicine Residency program. The target audience is post-year-graduate one to post-year-graduate four residents, medical students, physician assistant postgraduate trainees, physician assistant students, and physician assistants. Introduction: A knowledge of tickborne illness represents a critical component of infectious disease education for Emergency Medicine residents. Ticks that harbor these organisms are highly endemic to the continental United States and zoonotic infections are a critical differential diagnosis in the evaluation of patients in the Emergency Department.1 There is significant morbidity and mortality associated with tickborne diseases, and many of the signs and symptoms can mimic other common presentations. While these illnesses can present a diagnostic challenge and coinfection does occur, treatment is generally straightforward and readily available.2 An understanding of vectors and rates of transmission in a geographic area can foster a high clinical suspicion and ensure that effective treatment is administered.3 Educational Objectives: After participation in this module, learners will be able to 1) list the causative agents for Lyme Disease, Babesiosis, Tularemia, Ehrlichiosis, Anaplasmosis, Tick Paralysis, Rocky Mountain Spotted Fever, and Powassan Virus, 2) identify different clinical features to distinguish the different presentations of tickborne illnesses, and 3) provide the appropriate treatments for each illness. Educational Methods: This module utilized the flipped classroom model of education for independent learning, along with small group discussion as the in-class active learning strategy. Learners independently completed pre-assigned readings and questions based on the readings. In didactics sessions, learners created an infographic of each of the tickborne illnesses. Each infographic was shared with the entire group in the final 30 minutes of the didactic session. Research Methods: Each learner completed a pre-test prior to receiving the educational preparatory materials. At the end of the session, participants completed a post-test, a Likert scale survey to evaluate the program, and a free text box to provide qualitative feedback on the session. Efficacy of the education content was determined by post-test scores. Results: Unfortunately, the pre-test file was corrupted by a virus and inaccessible, resulting in no comparison data. A post-course test of 4 questions and a Likert scale evaluation was completed by 22 participants. 72.7% of the participants felt the session increased his/her knowledge on the topic, and 59% enjoyed the format of the session. Fifty-percent of the participants missed zero post-course test questions, 27% missed one question, and 22% missed two or more questions. Comments for improvement suggested a better explanation on the use of software to create the infographics. Discussion: The post-course test and evaluation suggest the session achieved positive Kirkpatrick levels I and II of evaluation, was effective, and the objectives were met. Based on comments for improvement, information on the infographic software should be provided ahead of the session. This session has become a regular part of our 18-month residency didactic curriculum. Topics: Infectious disease, tickborne illness, zoonosis, flipped classroom, infographic, cognitivism. [ABSTRACT FROM AUTHOR]

Context: Impostor syndrome (IS) is increasingly recognised as a condition among physicians and physicians in training. Impostor syndrome is especially problematic because of its association with increased rates of burnout and suicide. In order to address this issue, we need to fully understand its prevalence, scope, and factors associated with IS. The purpose of this scoping review is to analyse the existing literature on IS among practising physicians and physicians in training in order to identify current trends and directions for future research. Methods: The authors conducted a literature search of nine databases for any articles on IS among practising physicians or physicians in training published prior to January 2019. Two reviewers independently screened articles and identified 18 papers meeting the study inclusion criteria. Two authors independently extracted data and performed quantitative and qualitative syntheses consistent with best practice recommendations for scoping reviews. Results: Most studies utilised the Clance Impostor Phenomenon Scale and cited rates of IS ranging from 22% to 60%. Studies found that gender, low self‐esteem and institutional culture were associated with higher rates of IS, whereas social support, validation of success, positive affirmation, and both personal and shared reflections were protective. Overall, IS was also associated with higher rates of burnout. Conclusions: This review summarises the existing literature on IS among practising physicians and physicians in training, providing valuable insights and areas for future research. Ever felt like you were faking competence? This review examines the current literature on Imposter Syndrome among physicians and trainees to build an agenda for progress through research. [ABSTRACT FROM AUTHOR]