CPD Courses

Airway Intervention and Management in Emergencies (AIME) will provide a practical approach for airway management in emergencies.

Learning Objectives

At the end of this program, the learner can expect to:

• Be more confident and comfortable in making acute care airway management decisions.
• Have acquired a practical staged approach to airway management.
• Be able to choose the most appropriate method of airway management based on a variety of patient presentations.
• Make appropriate choices in the use of pharmacologic agents used to facilitate airway management.
• Know when and how to use various tools and adjuncts for managing the difficult airway.

A Hands-on, Skill-focused Advanced Airway Learning Experience Using Clinical Cadavers.

Learning Objectives: 

At the end of this program, the learning can expect to:

• Build on their core airway skills to achieve positive patient outcomes in the acutely ill requiring airway management.
• Reinforce best practice core skills using direct & indirect laryngoscopy.
• Have an appreciation for airway topicalization in preparation for awake airway management.
• Have multiple opportunities to perform and refine laryngoscopy (VL/DL) skills on clinical cadavers.
• Have an opportunity to practice airway management decision-making and technical skills using clinical cadavers.
• Perform various advanced airway management techniques including flexible bronchoscopic intubation, and cricothyrotomy.

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Emergency Department Targeted Ultrasound (EDTU) is designed to provide physicians with a strong foundation in emergency ultrasound. This is achieved with one-on-one bedside teaching on live models. The models used during the practical sessions will be a combination of normal and true positive patient subjects.

Learning Objectives:

At the end of this program, the learner can expect to:

• Understand the basics of ultrasound physics, image generation and interpretation, and image artifact.
• Understand the different types of probes used to generate images and the “knobology” of the ultrasound machine.
• Have completed most (if not all) of their required 50 scans to complete the course
• Generate limited focused images for all the primary applications of EDTU including FAST, echocardiography, abdominal aorta, pelvic ultrasound in pregnancy, and procedural ultrasound.
• Understand the difference between EDTU and a formal ultrasound performed in the radiology department.
• Understand how EDTU is to be used in the clinical assessment of patients and clinical algorithms for patient care.
• Identify all the important anatomic structures on an ultrasound image that are necessary to interpret the primary examinations
• Understand the importance of establishing and maintaining a quality assurance program at your local ED.
• Learn the psychomotor skills necessary to generate accurate ultrasound images
• Understand the indications for and limitations of EDTU.

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This course encompasses advanced cardiac skills, inferior vena cava assessment, lung evaluation and US guided-central venous catheterization. Future modules will include among others gallbladder, kidney, procedural modules (i.e. nerve blocks, paracentesis, fracture reduction, etc.) and pediatric topics.

Learning Objectives

At the end of this program, the learner can expect to:

• Generate advanced cardiac views (parasternal long axis, parasternal short axis, apical 4 chamber, subxiphoid and inferior vena cava views) and lung views.
• Identify cardiac pathology, such as: cardiac tamponade, decreased ejection fraction, acute and chronic right ventricular strain.
• Identify an abnormal inferior vena cava, either flat versus plethoric.
• Identify lung pathology, such as: pneumothorax, pleural effusion, A and B lines and pneumonia.
• Integrate both cardiac and lung scanning into the care of patients presenting with shortness of breath, chest pain and shock.
• Discuss the potential pitfalls and errors in performing and interpreting these scans.
• Accurately track a needle for central venous catheterization using both an in- and out-of-plane approach after a period of deliberate practice.

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Learning Objectives

Learning Objectives

At the end of his program learners will be able to:

• Generate views and identify relevant anatomy for the gallbladder, kidneys, eyes, soft tissues and lower extremity deep veins.
• Identify gallbladder pathology such as cholelithiasis and cholecystitis
• Identify renal pathology such as nephrolithiasis and hydronephrosis
• Identify ocular pathology including lens dislocation, vitreous hemorrhage, globe rupture, posterior vitreous detachment and retinal detachment.
• Identify soft tissue pathology including cellulitis, abscess and foreign bodies.
• Identify a deep vein thrombosis of the lower extremities
• Integrate these applications into the care of patients
• Discuss the potential pitfalls and errors in performing and integrating these scans

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Emergency Medicine Review (EMR) provides a modern approach to CPD using the flipped classroom technique. You receive 10 hours of EMR video to watch at your leisure, prior to attending the course. While attending the two-day course you have an opportunity to discuss your clinical experiences in a small group. You get your questions addressed by the presenters and your peers.

Learning Objectives

Upon completion of this course, the learner can expect to:

• Incorporate up-to-date literature in the practice of Emergency Medicine
• Discuss controversies in Emergency Medicine
• Modify practice using evidence to update patient management strategies
• Improve patient safety by developing an evidence based approach to patient care

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This course focuses on the interesting world of poisons, their nature, effects and antidotes.

Learning Objectives

• By the end of this program, the learner cam expect to:
  For apparently benign intoxications, not underestimate or miss the serious cases; and, not over treat the truly benign cases
• Use a systematic approach to a patient presenting with coma of unknown cause
• Look for physical signs that define and identify the toxidrome
• Use a systematic approach to treat an agitated/delirious patient to identify those with a toxic etiology
• Enhance elimination of toxins using appropriate methods
• Decontaminate the patient appropriately
• For a patient presenting with metabolic acidosis, come up with differential diagnosis and investigate to make a definite diagnosis
• Use antidotes appropriately
• Deal with the patient who refuses treatment while respecting their rights
• Use laboratory and other tests efficiently
• Look for and recognize difficult/serious intoxications that commonly kill, and manage them aggressively
• Modify your approach to pediatric intoxications by taking into account specific pediatric issues

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This case-based, engaging day will keep you on the edge of your seat while providing up-to-date information to support and direct your practice. From immuno-supression through sepsis/SIRS to post-exposure prophylaxis, the answers you have sought time and time again will be found here.

Learning Objectives

By the end of this program, the learner cam expect to:

• Use an organized approach to diagnose common infections in the ED including but not limited to cellulitis, pneumonia, urinary and gastrointestinal tract infections in addition to ENT infections.
• Develop an organized approach to major and less common infections including, but not limited to sepsis, endocarditis and meningitis.
• Use recent evidence to treat and manage infections in special populations including but not limited to indigent patient, immuno-compromised patients, intravenous drug users, the elderly and those with chronic illnesses.
• Choose an appropriate management strategy in infectious disease management in the ED including antimicrobials, resuscitation and other therapies.
• Have an organized approach to prophylaxis for bites, stings and wounds.

To request this course for your group contact Carrol Ann a calapierre@caep.ca

ED Strategies for Teaching Any Time (ED STAT!) series focused on fostering enhanced clinical teaching skills in emergency medicine teachers from across Canada. CAEP has brought together some of the leading experts in EM clinical teaching in North America to develop this unique course. With its evidence-based mix of interactive lectures, videos, psychology, laughs, and hands-on teaching practice sessions, we hope you will find ED STAT! to be an invaluable event like no other.

Learning Objectives

By the end of this program, the learner cam expect to:

• Describe the characteristics of effective and not-so effective clinical teachers
• Describe the characteristics and challenges of the ED setting for clinical education
• Use the ED STAT! teaching model in his or her daily practice
• Orient a learner in the ED
• Describe the elements of effective feedback
• Tailor their teaching to the learner
• Adapt their teaching to the demands of the Emergency Department environment
• Describe 3 new ways of preparing for teaching
• Describe 3 techniques to promote active learning on the fly

To request this course for your group contact Carrol Ann a calapierre@caep.ca