Search

Objectives: Therapeutic hypothermia (TH) has been shown to improve survival and neurological outcome in patients resuscitated after out of hospital cardiac arrest (OHCA) from ventricular fibrillation/ventricular tachycardia (VF/VT). We evaluated the effects of using a TH protocol in a large community hospital emergency department (ED) for all patients with neurological impairment after resuscitated OHCA regardless of presenting rhythm. We hypothesized improved mortality and neurological outcomes without increased complication rates.Methods: Our TH protocol entails cooling to 33 C for 24 hours with an endovascular catheter. We studied patients treated with this protocol from November 2006 to November 2008. All non-pregnant, unresponsive adult patients resuscitated from any initial rhythm were included. Exclusion criteria were initial hypotension or temperature less than 30 C, trauma, primary intracranial event, and coagulopathy. Control patients treated during the 12 months before the institution of our TH protocol met the same inclusion and exclusion criteria. We recorded survival to hospital discharge, neurological status at discharge, and rates of bleeding, sepsis, pneumonia, renal failure, and dysrhythmias in the first 72 hours of treatment.Results: Mortality rates were 71.1% (95% CI, 56-86%) for 38 patients treated with TH and 72.3% (95% CI 59-86%) for 47 controls. In the TH group, 8% of patients (95% CI, 0-17%) had a good neurological outcome on discharge, compared to 0 (95% CI 0-8%) in the control group. In 17 patients with VF/VT treated with TH, mortality was 47% (95% CI 21-74%) and 18% (95% CI 0-38%) had good neurological outcome; in 9 control patients with VF/VT, mortality was 67% (95% CI 28-100%), and 0% (95% CI 0-30%) had good neurological outcome. The groups were well-matched with respect to sex and age. Complication rates were similar or favored the TH group.Conclusions: Instituting a TH protocol for OHCA patients with any presenting rhythm appears safe in a community hospital ED. A trend towards improved neurological outcome in TH patients was seen, but did not reach significance. Patients with VF appeared to derive more benefit from TH than patients with other rhythms. [West J Emerg Med. 2010; 11(4):367-372.]

Learning Objectives: Demonstrate a curriculum designed to teach medical students how to successfully write the medical decision making portion of the emergency medicine note.Introduction: Documentation is an essential component of patient care in the emergency department (ED). Although students are taught the general rules of note-writing prior to clerkships, the emergency medicine (EM) note differs from most rotations. There is a need to teach the specifics of documentation of the EM note to medical students. The Emergency Medicine Residents’ Association (EMRA) Education Committee created a curriculum to teach formal documentation to medical students.Educational Objective: Create a curriculum designed to teach medical students how to successfully write the medical decision making (MDM) portion of the EM note.Curricular Design: Our curriculum design assumes that all senior medical students were taught the basics of writing a history and physical. Therefore, we primarily focused on teaching the MDM portion of the EM note. Following IRB approval and consent from the 55 students in our study, each student filled out a survey about their previous experience with documentation in the ED (Image 1). Next, students watched a video of a complete simulated patient encounter in order to assess their baseline ability to document a formal MDM that included the ED course and disposition. These notes were then graded on a rubric (Image 2) by a resident physician at each site who was a member of the curriculum development team to ensure standardization. Students were then given access to the EMRA documentation template and video. After the educational intervention, students documented a new MDM based on a different video encounter and were graded again.Impact/Effectiveness: We found that a documentation curriculum significantly improved students’ MDM documentation. Repeated measures ANOVA revealed a strong effect on MDM Documentation scores [F(1, 38) = 72.547, p < .001, ηp2 = .656], demonstrating that MDM documentation statistically improved after the training curriculum and that implementation improves student documentation in the ED.