Emergency medicine. From 112 to the emergency department., 3 credits

The overall aim of the course is that the student obtain a deeper knowledge and understanding for how the chain of emergency care works from dispatch to the emergency department. The aim is to master the principles with which to manage acute situations.

The knowledge is tiered according to the SOLO taxonomy (S1-S4) and the skills according to Miller's pyramid (M1-M4) *.

Knowledge and understanding
The student should
* Have knowledge of prehospital organisation, the nursing chain from dispatch to the emergency department. (S2)
* Acquire an understanding of the most acute and life threatening conditions in a patient and understand how to act.
* Be able to understand and discuss initial treatment and leadership in the prehospital environment in everyday life. (S2)

Skills
The student should on completion of the course
* Be able to understand first aid and its importance for the patient. (M4)
* Be able to understand the emergency care organisation and its different actors. (M2)
* Acquire an insight in what is an acute/critical situation for a patient and know how to act.

Attitude
The student should
* Demonstrate an understanding of the responsibility and authorities of the first responders, both the laymen and different professions, within prehospital healthcare. (S4)
* Demonstrate an understanding for health care professionals how other actors in the chain of acute care work as a team (dispatch operators, EMTs, ambulance nurses, physicians, the staff of the emergency department, the police and rescue service etc). (S3)
* Acquire an understanding of the requirement to act in critical acute situations. (S3)
* Be able to integrate humanistic and scientific perspectives. (S4)
* Have an understanding of equality and diversity aspects also in urgent situations. (S3)
* Be aware of the role that our own values play in the interaction with patients and staff. (S3)

On completion of the course the student should have an understanding of how to perform a correct and safe primary assessment of an acute ill patient, and understand how the prehospital emergency care functions. Field studies are included in the course.

The course intends to provide the students with knowledge in the initial care of patients in the prehospital setting. The student should understand the importance of early and timely prehospital treatment (first aid, waiting for an ambulance, ambulance care and the physician unit) for the outcome of the patient. The aspect of timely care will be taught. An update of what is evidence-based in prehospital care is included in all sections.

Physiology, pharmacology, anatomy, disease theory and nursing are integrated in all parts. At least 10% of the course consists of basic scientifice. The course relates to previously acquired theoretical knowledge with an emphasis on the practical handling of acute healthcare situations in t he prehospital setting.

The clinical parts are located to Södersjukhuset and the Prehospital Center of the County council of Stockholm with responsibility for the prehospital care. The dispatch (SOS Alarm) and Red Cross participate in the course.

The course requires the presence of the students in order to acquire the necessary skills and knowledge.

Integrated assignments:
Unconsciousness/coma
Chest pain
Heart arrests
Respiration difficulties
Asthenia/paralysis
Trauma/injury

The course is based on lectures, case discussions and practical exercises with direct feedback from the instructors. A part of the teaching is carried out in special premises that are set in order for such education within Södersjukhuset. The students obtain knowledge of how one manages a suffering talk on SOS Alarm. They will also learn the first aid through the Red Cross.

Basic scientifice is incorporated and other occupational groups working in the prehospital setting participate as teachers in order to give a comprehensive overall picture of the prehospital care.

Mandatory: All field excursions, e.g. Red Cross, dispatch, clinical rotations in the emergency department and in the prehospital setting, and all exercises.

The examination takes place through active participation in mandatory and practical parts of the course and demonstrating that the aim of the course has been achieved.

Limitations of the number examination or practical training sessions
The number of examinations and practical training sessions follows the guidelines of Karolinska Institutet, implying that the number of examinations is limited to 6, while clinical rotations, as a rule, may be repeated only once.

The examiner may with immediate effect interrupt a student's clinical rotation (VFU), or the equivalent, if the student demonstrates such serious deficiencies in knowledge, skills or attitudes that patient safety or patient confidence in healthcare is at risk. When clinical rotations are interrupted according to the above, it implies that the student fails in that part of the course and that one clinical rotation opportunity is then used up.



In such cases, an individual action plan should be set up for the mandatory activities and examinations, before the student is given a possibility for a new clinical rotation in the course.

Eligibility
A student failing due to shortcoming in knowledge skills or attitudes, thus jeopardizing patient safety and/or trust in medical care, could be assigned to a new clinical rotation only after having completed objectives set in the individual plan.

If a course has been closed down or undergone major changes, at least two additional examinations (excluding the regular examinations) in the previous contents are provided during a period of a year from the date of the change.

The course connects to and enhances core knowledge within the Study Programme in Medicine.

Course evaluation takes place according to the guidelines that have been stated by the Board of education at Karolinska Institutet.

The course may not be included in a degree at the same time as an advanced course completed inside or outside the country, the contents of which fully or in essential parts corresponds to the current course contents. If you are uncertain - contact the study guidance.

*
The knowledge is tiered according to the SOLO taxonomy:
S1) simple (e.g. know, identify),
S2) compound (e.g. account for, describe),
S3) related (e.g. analyse, relate), and
S4) extended (e.g. theorise, analyse).

The skills are structured according to Miller's pyramid:
M1) know,
M2) know how to carry out
M3) be able to demonstrate, and
M4) be able to carry out in a professional manner.