A new position paper on spinal motion restriction (SMR) was issued by the American College of Surgeons (ACS), American College of Emergency Physicians (ACEP) and the National Association of EMS Physicians (NAEMSP). It is another in a series of position papers on the topic and it may be the best yet on the topic. Read our analysis and download useful teaching tools for teaching SMR.
Like our trauma patients, our thoughts on trauma care seem to go to extremes. We must balance prompt transport with adequate assessment and valuable on-scene care. While the need to transport our patients for surgical intervention is undeniable, the physical and mental toolboxes for determining criticality in trauma assessment have never been greater.
In ACLS and PALS, we learn the H’s and T’s during cardiac events. Interestingly, we can use the H’s and T’s for not just pulseless cardiac arrest, but as one avenue for assessment of the unknowns in a patient without reliable history and information. Here is how six H’s and five T’s can be used in patient assessment.
“Knowledge is knowing that a tomato is a fruit. Wisdom is not putting it in a fruit salad.” Miles Kington, probably never thought his quote could be used for EMS. Now let’s talk about our knowledge and wisdom of oxygen.
Not all research papers provide everything you need to know about a topic. It is up to the reader to carefully read, analyze, think and apply each bit of information to clinical practice. How can published research impact EMS thoughts and practices in the field?
There is a good chance you’ll see a burn question on the NREMT exam. Here are a few tips for mastering the burn knowledge and formulas you may need to be successful both on the exam and in the field.
Our friend, Becky Valentine, posted a note on her Facebook page telling a story where she heard a student waiting to take their final practical ask, “Is it a fail if you kill the patient?” It is a great anecdote—and one of the many questions our students ask that make us both smile and shake […]
Differential diagnosis is a hallmark skill for EMTs, AEMTs and paramedics. EMS has progressed beyond the “EMS doesn’t diagnose” days to become a critical thinking-oriented practice in which differential diagnosis is necessary. There’s a tenet stating that 90% of emergency medicine happens in the cognitive domain—the realm of thought. Although EMS providers’ practice is guided […]
In EMT class, many students don’t realize there’s a significant difference between the medical patient and the trauma patient. The difference begins at assessment and continues through care.
By Dan Limmer We hear a lot about the differences between the geriatric patient and younger adult patients. Rather than list the differences between patient types, I’d rather use five of my favorite geriatric calls to highlight some of the important elements. For additional details and insights I have recorded an audio debrief of each patient […]