EMRA*Cast
Emergency Medicine Residents' Association
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Top 10 EMRA*Cast Episodes
Goodpods has curated a list of the 10 best EMRA*Cast episodes, ranked by the number of listens and likes each episode have garnered from our listeners. If you are listening to EMRA*Cast for the first time, there's no better place to start than with one of these standout episodes. If you are a fan of the show, vote for your favorite EMRA*Cast episode by adding your comments to the episode page.
Traumacology
EMRA*Cast
11/20/23 • 27 min
Many patients come and go through our trauma bays, but the goal never changes: Stabilize them, figure out what they need, then make that happen. In this episode, EMRA*Cast host Will Smith, MD, and Kyle Weant, PharmD, BCPS, BCCCP, FCCP, discuss the evidence (or lack thereof) behind some of the most commonly used resuscitation medications.
CV Tips & Tricks for the Physician
EMRA*Cast
09/01/23 • 17 min
Creating and maintaining a Curriculum Vitae (CV) can sometimes seem like a daunting task, but EMRA*Cast host Chris Reilly, MD, sits down with CV guru Dr. Saadia Akhtar to try to lessen the confusion and give you high-yield tips and tricks to make your CV stand out.
06/15/19 • 30 min
Dr. Agboola talks with Dr. Tomas Diaz about the complex topic that is diversity and the role it plays in medicine and specifically EM.
Host: Dr. Isaac Agboola MD, MS PGY-1 YALE
Guest: Dr. Tomas Diaz MD PGY-4 UCSF @tomasrdiaz
Overview: On this episode, Dr. Agboola and Dr. Diaz discuss the complex topic of diversity and the role that it plays in medicine, highlighting its role in EM. They discuss what programs can do to foster diversity and recruit diverse individuals in the future. They delve into a discussion of how imagery can become expectations and define terms such as minority tax, microaggression, and stereotype threat. Interspersed throughout this discussion, they open up about their personal experiences as providers of color at their respective training sites.
Key Resources:
- https://issuu.com/sfmedsociety/docs/sf_marin_medicine_sept_2018-issuu (page 25 features Dr. Diaz)
- https://implicit.harvard.edu/implicit/takeatest.html (Harvard implicit bias test)
- “Understanding why some ethnic minority patients evaluate medical care more negatively than white patients: a cross sectional analysis of a routine patient survey in English general practices” https://www.bmj.com/content/339/bmj.b3450
- “Does Diversity Matter for health?” chrome-extension://oemmndcbldboiebfnladdacbdfmadadm/https://www.nber.org/papers/w24787.pdf
- EMRA diversity and inclusion committee
Key Points:
- Diversity is not just about having colored faces in a space; it is about creating an environment that cultivates and supports diversity.
- Everyone has implicit biases. It is important to be aware of these implicit biases and utilize that information to invoke intrapersonal change.
- Just like allies are useful in overcoming the barriers faced by the LGBTQ community, allies are also important in overcoming the barriers faced by underrepresented minorities in medicine.
Teaching on the Fly
EMRA*Cast
05/15/19 • 28 min
Dr. Kaminsky focuses on practical teaching strategies with Dr. Liu and Dr. Gallegos, covering topics from self-directed learning opportunities, debriefing and brief pearls in the form of digestible teaching moments.
Residents play an important role in medical education to our peers, students, nurses and patients. Internal medicine, surgery and just about every other specialty enjoys the luxury of down-time to reflect on recent presentations or formal didactics, often after rounds. The continuous and often frantic nature of emergency medicine limits our ability to plan for formal teaching. As emergency physicians we are obligated to know the worst of the worst in all medical specialties. But when do we find the time to teach and learn while at work?
Medicine has long embraced the Socratic method of teaching at the bedside -- however there is way more to teaching than “PIMP” questions!
Host: Alex Kaminsky, MD, PGY-2, UCSF - Fresno
Guests:
Moises Gallegos, MD, MPH, Faculty Attending, Baylor College of Medicine, @moyinscrubs
Jeff Liu, MD, Chief Resident, Baylor College of Medicine
Key Points:
Rule number one: Teaching on-the-fly, while fluid, requires some pre-planning or forethought.
Strategies for teaching on the fly
Courtesy of Dr. Liu and Dr. Gallegos CORD 2019 Hand-out):
- Focus teaching session into digestible moments. Micro-learning can facilitate teaching in a fast paced environment that may encounter multiple interruptions.
- Making simple patients sick – the “what if...” game. This is useful when the flow or acuity of patients is low.
- Debriefing – what just happened and why. This is helpful for highlighting important and critical actions.
- Setting your learner up for success – using focused directions, pausing for effect, getting a commitment from your learner. By creating a welcoming environment, the learning opportunity solidifies key concepts.
- Visual pearls around the department – whiteboards, post-it’s, diagrams, etc. These quick ways of highlighting pearls and creating focused learning points can be used to interject teaching into a busy shift that does not allow for dedicated time.
- Self-directed learning activities/challenges – when you really can’t make the time, facilitate the learner’s practice of searching for answers in evidence-based manners and allow them to be the teacher.
Teaching on the fly isn’t always about creating material “on the fly.” Preparation to develop areas of focus, create a repository of teaching points, and exploring of different teaching styles can facilitate deciding to teach on the spot.
Make a commitment to yourself: Reflective Questions/Thoughts
- Write down at least one skill to work on that you believe can help you improve on-shift education in your department.
- What are some topics that you feel comfortable enough with to convey select learning points/pearls if that type of patient encounter were to take place?
Key Resources and Suggested Reading:
- Wolff et al. Not Another Boring Lecture: Engaging Learners with Active Learning Techniques. The J of Em Med. Vol 48, No 1. 2015.
- EMRA Guide: Resident as Educator -- A guidebook by residents for residents. By Guth MD et al.
The Art of Mamma Docing
EMRA*Cast
05/15/19 • 36 min
Dr. Proffitt talks with a panel of Super Doctor Mammas about the art and challenge of mamma docing. The panel openly discusses challenging topics in an attempt to demystify and destigmatize the daily struggles all of us mammas in medicine face throughout medical school, residency and beyond. Listen as we discuss topics such as when to disclose your pregnancy, the lack of firm maternity leave policies in residency, and touch briefly on dealing with miscarriage and infertility during medical training.
Host: Tiffany Proffitt DO, MABS PGY-3 Lakeland Health @ProMammaDoc
Guests:
Meenal Sharkey: Core Faculty at Doctors Hospital Core Faculty @MdSharkattack
Tatiana Moylan: PGY-1 at Yale @tatianamoylan
Mackensie Yore: PGY-2 at UC Fresno
Leah Bauer: PGY-3 at UC Fresno
References:
ACGME Institutional requirements: https://www.acgme.org/Portals/0/PFAssets/InstitutionalRequirements/000InstitutionalRequirements2018.pdf?ver=2018-02-19-132236-600
Greenfield NP. Maternity and medical leave during residency: Time to standardize?. Int J Womens Dermatol. 2015;1(1):55. Published 2015 Feb 20. doi:10.1016/j.ijwd.2014.12.009
Humphries, LS, Lyon, S, Garza, R, et al. Parental leave policies in graduate medical education: A systematic review. American Journal of Surgery. 2017; Oct;214(4):634-639.
Key Points:
- In the era of Times Up Healthcare, I hope concrete ACGME policy change to accommodate moming in medicine is on the docket.
- You need to sit down with your PD and make a concrete policy for your individual pregnancy and maternity leave because there are few well laid out policies in general in GME.
- When planning maternity leave during residency, do not just look at it as the short time frame of delivery to first few months post-partum. Plan it in the context of your entire 3-4 years of residency (depending on the program) and have early discussions with your PD on how to arrange your blocks over those 3-4 years.
- MAMMAS IN MEDICINE: YOU ARE AMAZING!!!! AND YOU ARE NOT ALONE!!!
01/08/21 • 23 min
Host: Dr. Isaac Agboola, MD, MS
Guest: Dr. Sheryl Heron, MD, MDP, FACEP Assistant Dean of Medical Education and Student Affairs at Emory University School of Medicine Vice Chair of Administrative Affairs Professor of Emergency Medicine
OverviewDrs. Agboola and Heron discuss the intricacies of cognitive bias and cultural competency and the role it plays in the emergency department. They discuss ways that individuals and residency programs alike can ensure they are rendering more culturally competent care - and model that for medical trainees. Additionally, they spend time addressing communities at risk for such biases such as undomiciled populations, individuals from lower socioeconomic status, and racial minorities.
Key Resources
- EMRA Diversity and Inclusion Committee
- Implicit Bias: What Can We Do?
- Implicit Bias and ED Overcrowding
Key Points
- Cognitive bias, microaggressions and cultural humility should compel us to think more deeply on how we can deconstruct the "-isms".
- It is important to create and nurture an environment that allows for open dialogue in a safe space.
- As a health care provider there are critical steps that need to be taken:
-
- Appreciate and understand that we are all different - diversity is a good thing!
-
- Be prepared to "call the card" if you experience a discriminatory comment/action. It is important to address it. Do not ignore it.
- Eliminating bias is not an individual effort; it is institutionally and systemically driven.
- Patient populations with common negative biases include those with cardiovascular disease, high utilizers/low socioeconomic status, and the incarcerated.
- There is a large amount of research that demonstrates disparities and inequities in care but more work is still left to be done.
References
- Martin ML, Heron SL, Moreno-Walton L, Strickland M. Diversity and Inclusion in Quality Patient Care: Your Story/Our Story: a Case-Based Compendium. Cham: Springer; 2019
- Dehon E, Weiss N, Jones J, Faulconer W, Hinton E, Sterling S. A Systematic Review of the Impact of Physician Implicit Racial Bias on Clinical Decision Making. Academic Emergency Medicine. 2017;24(8):895-904. doi:10.1111/acem.13214.
- ACEP Implicit Bias and Cultural Sensitivity Paper
How We Teach and Learn
EMRA*Cast
10/15/19 • 18 min
Overview: In this episode of EMRA*Cast, Dr. Jessie Werner discusses medical education with researcher and educator, Dr. Jeff Riddell. We cover adult learning theory, the current state of medical education and new developments. If you’re wondering where the CCC report came from, how to give and receive better on-shift feedback, and what we can do to improve medical education, then this episode is for you!
Key Resources:
- Norman, Geoffrey R. "The adult learner: a mythical species." Academic medicine (1999).
- Gottlieb, Michael, Jeff Riddell, and Sara E. Crager. "Alternatives to the conference status quo: Addressing the learning needs of emergency medicine residents." Annals of emergency medicine 4.68 (2016): 423-430.
- Telio, Summer, Rola Ajjawi, and Glenn Regehr. "The “educational alliance” as a framework for reconceptualizing feedback in medical education." Academic Medicine 90.5 (2015): 609-614.
- Telio, Summer, Glenn Regehr, and Rola Ajjawi. "Feedback and the educational alliance: examining credibility judgements and their consequences." Medical education 50.9 (2016): 933-942.
Key Points:
- Adult Learning Theory:
-
- Malcom Knowles’ Theory of Andragogy has 5 main assumptions:
-
- Adults are self-directed learners
- Adults learn experientially
- Adults approach learning based on tasks and social roles (adults want to know what they NEED to know)
- Adults approach learning as problem-solving
- Adults are intrinsically motivated to learn
- Geoffrey Norman argues against these ideas as being largely untested
- Adults and kids are actually more similar than different in how they learn
- When asking a question, or “pimping,” make sure you come at it with the right intent so as not to alienate learners. That being said, emotional activation (a little fear) can help you learn, as can the practice of retrieval (remembering)
- “Flipped Classroom”: lecture material is learned at home, asynchronously, and reviewed in conference
- “Interleaving”: mixing up topics rather than blocked topics i.e. when talking about pulmonary embolism you address it in multiple ways and emphasize varying concepts so that learners remember multiple aspects about it and how it ties in with various presentations or alternate diagnoses (not all PEs present with pleuritic chest pain!)
- Feedback:
-
- Formative: designed to help the resident improve (given directly to the resident in the moment)
- Summative: a summary of how the resident is doing overall (this is usually in your CCC report or an evaluation you see 6 months later)
- The Educational Alliance: Residents make credibility judgments about feedback in the context of a relationship (i.e. if you have a relationship with your resident then the feedback goes over better)
- Directions of Graduate Medical Education
-
- Technology is going to play a big role!
- There are a lot of resources out there now. Curating those resources will be important! Educational resources are not just in textbooks or from large academic centers. FOAMed, podcasts, blogs, etc are coming from multiple places.
Being a Fem in EM
EMRA*Cast
01/15/23 • 21 min
Being a female in a profession that was previously dominated by males can present with some unique challenges. In this episode, Dr. Arlene Chung (@arlenesujin) and Dr. Diane Birnbaumer (@DianeBirnbaumer) discuss what it is like being a female emergency physician with EMRA*Cast host Dr. Lizzii Le (@LizziiLeMed).
05/01/23 • 27 min
When you are managing a patient in cardiac arrest, do you turn to bedside ultrasound? EMRA*Cast host Dustin Slagle, MD, talks to ultrasound guru Michael Gottlieb, MD, RDMS, about when you should, how it can be useful, and the best way to incorporate POCUS into the plan.
Burnout: The Elephant in the Room
EMRA*Cast
11/01/19 • 37 min
Host: Dr. Agboola MD, MS
Guests: Dr. Arelene Chung MD, Dr. Chris Doty MD, Dr. Alicia Kurtz MD
Overview:
On this episode, Doctors Agboola, Chung, Kurtz, and Doty discuss the topic of “The Elephant in the Room: ‘Burnout’”. They spend time discussing: Defining the term of burnout, How to recognize symptoms of burnout in others, Getting past the platitudes of “yoga & exercise”, Moral injury, The Unspoken Curriculum, and Models of Wellness.
Key Resources:
- EMRA Wellness Committee : https://www.emra.org/be-involved/committees/wellness-committee/
- EMRA Wellness Handbook : https://www.emra.org/books/emra-wellness-guide/cover/
- Airway Stories : https://airwaystories.org/author/airwaystories/
- Real Talk : https://www.vituity.com/realtalk
Key Points:
- “Adversity is coming for all of us”
- We operate in a specialty that lends itself to “burnout”
- Moral Injury is better terminology to use than burnout because “burnout” puts the impetus on the individual rather than on the system that causes it
- It’s critical to find an outlet, whether that be in the curriculum of your program or elsewhere through modalities online.
- Online modalities such as these include Airway Stories and Real Talk
- “Burnout” ≄ Depression
- Recognizing burnout is often difficult because each person manifests it in different ways. Look for acute changes in a person’s behavior or mood.
- “Burnout” is a moving target, there are a variety of different ways to approach it
References:
- Stanford Model of Wellness : https://wellmd.stanford.edu/content/dam/sm/wellmd/documents/2017-wellmd-status-report-dist-1.pdf
- National Academy of Medicine Action Collaborative on Clinician Well-Being and Resilience : https://nam.edu/initiatives/clinician-resilience-and-well-being/
- Medscape National Physician Burnout Depression and Suicide Report 2019 : https://www.medscape.com/slideshow/2019-lifestyle-burnout-depression-6011056#1
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FAQ
How many episodes does EMRA*Cast have?
EMRA*Cast currently has 160 episodes available.
What topics does EMRA*Cast cover?
The podcast is about Medical, Medicine, Podcasts, Education and Science.
What is the most popular episode on EMRA*Cast?
The episode title 'ARDS Management ED and Beyond' is the most popular.
What is the average episode length on EMRA*Cast?
The average episode length on EMRA*Cast is 25 minutes.
How often are episodes of EMRA*Cast released?
Episodes of EMRA*Cast are typically released every 14 days.
When was the first episode of EMRA*Cast?
The first episode of EMRA*Cast was released on Apr 14, 2016.
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