China 
Africa 
Explore chapters and articles related to this topic
Trauma Systems, Centres and Teams
Published in Ian Greaves, Keith Porter, Jeff Garner, Trauma Care Manual, 2021
Ian Greaves, Keith Porter, Jeff Garner
Upon arrival at the Emergency Department, the major trauma patient should be received by a trauma team trained to provide trauma care. This team is often activated prior to the arrival of the patient if a ‘pre-alert’ has been made by the pre-hospital services. The composition of this team is a compromise between having enough team members to provide care to the patient and having so many that there is poor utilization of specialist resources due to frequent calls when their services are not required. The trauma team should be led by the trauma team leader. In an MTC this should be a consultant who is available 24 hours a day. In trauma units, the team leader should be a clinician of a locally agreed level of seniority and training. An emergency medicine and surgical consultant should be on call and available within 30–60 minutes at a trauma unit.
What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
I decided just after I did the psychiatric rotation in medical school that I’d switch to emergency medicine. I took rotations in every single part of the body so I could learn every specialty of medicine: orthopedics, ear-nose-and-throat, ophthalmology, surgery, obstetrics/gynecology, everything. Then I took special classes. There were no residencies in emergency medicine when I was in medical school and there were only two residencies in emergency medicine in 1972, when I graduated. There was no board certification in emergency medicine until 1980. Emergency medicine was the last field in medicine to become a specialty.
Emergency medicine
Published in Roy Palmer, Diana Wetherill, Medicine for Lawyers, 2020
This chapter covers the classical descriptions of some of the more common conditions seen in a Department of Emergency Medicine. Unfortunately, atypical presentations occur in many of the disorders outlined. This makes diagnosis a complex process.
Overview of current implementation and limitations of point-of-care ultrasound in the emergency department: a nationwide survey in Belgium
Published in Acta Clinica Belgica, 2022
Elke Rimbaut, Evert Verhoeven, Lieven De Smedt
An emergency medicine (EM) physician ordering standard consultative ultrasonography has to rely on the radiologist to perform the examination in a timely and clinically relevant manner. By using point-of-care ultrasound (POCUS), a skilled EM physician performs all image acquisition and interpretation at the bedside of the patient to immediately differentiate between potential diagnoses and to guide ongoing therapy [2]. POCUS is mainly used as a qualitative assessment tool, designed to answer binary questions. Images are taken for the sole purpose of answering simple questions (e.g. in focused assessment with sonography in trauma (FAST): ‘Is there free fluid in the abdomen?’). It differentiates from traditional US by only answering specific questions rather than describing the whole image. This makes it an excellent tool for EM physicians who can use these binary questions in their clinical management. [3]
Twelve tips to maximise medical student learning during emergency medicine placements
Published in Medical Teacher, 2021
Holly N. Hellawell, Harry Kyriacou, Anoop S. Sumal
The Emergency Department (ED) is known by many names around the world, including the Accident and Emergency (A&E) department in the UK and the Emergency Room (ER) in the US. Emergency medicine teams must have a great knowledge of medicine to provide patients with the care that they need. They operate under constant pressure to prioritise sick patients, see all patients in a timely fashion and keep the department flowing. Globally, EDs are becoming increasingly busy and overcrowded (Pines et al. 2011), with attendances rising at a mean rate of 3–6% per annum in the developed world (Lowthian et al. 2012). A recent statistical analysis of 195 countries reported that in 2015, roughly half of all worldwide deaths were the result of medical emergencies, with the burden being 4.4 times higher in low-income countries compared to high-income countries (Razzak et al. 2019).
Using 360-degree video for teaching emergency medicine during and beyond the COVID-19 pandemic
Published in Annals of Medicine, 2021
Alina Petrica, Diana Lungeanu, Alexandru Ciuta, Adina M. Marza, Mihai-Octavian Botea, Ovidiu A. Mederle
The COVID-19 pandemic forced educational institutions worldwide to shift their entire teaching process online, and in an extremely short time—a challenging and stressful situation for both teachers and students [1–6]. For emergency medicine (EM) educators, the challenge was even greater, as this specialty offers a truly unique educational experience with an endless stream of patients and diverse pathologies. EM education is stimulating in two directions: on the one hand, merging large volumes of medical knowledge; on the other hand, developing practical abilities like prioritisation and effective task-switching to manage patient overload or the general chaos in the department. Apart from learning to care for critically ill patients, students in the emergency department (ED) are also exposed to non-medical skills like time management, conflict resolution, teamwork, situational awareness, supervising and providing feedback, leadership, maintaining standards, assertiveness, and decision making. The ED is a rich learning environment, prone to spontaneous case-based teaching, with constant assaults on all the senses, and distractions unparalleled in the world of education [7,8].