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  • Liquid Nicotine, E-Cigarettes, and Vaping: Information for the Pediatric Emergency Medicine Provider

    11 days ago - By Pediatric Emergency Care

    E-cigarettes, or electronic cigarettes, are electronic nicotine delivery systems that are marketed as a healthier alternative to tobacco cigarettes. There has been an exponential increase in their use among youth since their introduction to the United States market in 2007. With increased use and popularity, there has been an increase in calls to poison control centers regarding liquid nicotine toxicity in children and adolescents. Recent US Food and Drug Administration and other federal regulations of e-cigarettes have attempted to limit availability to youth. This article reviews trends...
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  • Pediatric Office Emergency Preparedness: An Intensive In-Office Training Curriculum

    Pediatric Office Emergency Preparedness: An Intensive In-Office Training Curriculum

    11 days ago - By Pediatric Emergency Care

    Objective
    Preparation is vital to improve resuscitation outcomes for children presenting to the primary care office with emergent conditions. Previous literature has provided recommendations for medications, equipment, and skills necessary to provide appropriate care. Most studies thus far demonstrated offices are unprepared according to those recommendations. We sought to provide an intensive emergency training and preparation curriculum to local primary care pediatric offices to improve their emergency readiness.
    Methods
    Using a high-fidelity manikin, a simulation instructor team visited...
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  • Who Trains the Trainers?: Development of a Faculty Bootcamp for Pediatric Emergency Medicine Resuscitation Procedures

    Who Trains the Trainers?: Development of a Faculty Bootcamp for Pediatric Emergency Medicine Resuscitation Procedures

    11 days ago - By Pediatric Emergency Care

    Objectives
    Attending physicians in pediatric emergency medicine must be able to perform lifesaving procedures, yet guidelines for maintaining procedural competency do not exist. We implemented a biannual 2-hour “bootcamp” designed to help PEM faculty maintain procedural competency.
    Methods
    A survey-based needs assessment was used to create a set of goals and objectives for the session and determine which procedural skills to include. Sessions of 4 simulated skills were held twice a year and limited to 12 faculty. Post-bootcamp evaluations were administered at the 1-year and 6-year marks to...
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