The format for this conference is case-based discussion. Case-based teaching has long been recognized as a useful, even essential element of medical teaching. This venue allows educators to understand the viewpoints and challenges for students and young physicians of fellow physicians, leading to better methods of education for the teacher as well as student. As many of our attendees are faculty, this is an essential element of our Continuing Medical Education (CME) activity. Each conference generates thoughtful group discussion and sharing of medical knowledge as well as dialogue about systems-based practice/understanding the environment we work in. Sharing faculty perspectives and practice variations offers potential for practice-based learning and improvement. Thus, through this conference, we are able to provide a multidisciplinary, case-based forum that targets the educational needs of our primary audiences: physicians in practice, physicians in training and their instructors.
Key Words: Pediatric, Emergency, Trauma, Public Health
- Nurse Practitioner
- Physician Assistant
Participants who engage in this educational intervention will be able to:
- Choose effective strategies and clinical approaches to diagnosing and managing common and uncommon symptoms or problems.
- Outline how the history is used to make and test hypotheses.
- Synthesize available data to construct a prioritized and complete differential diagnosis.
- Discriminate between ordering various labs and tests based upon prioritized differential.
- Optimize emergency and acute care of the pediatric patient.
In accordance with the ACCME® Standards for Integrity and Independence in Accredited Continuing Education, Standard 3, all in control of content must disclose any relevant financial relationships. The following in control of content had no relevant financial relationships to disclose.
Sarah Thill, MD,
Assistant Professor Emergency Medicine, Pediatrics
Sandra Huitink, PA-C; Candi Humphreys, APNP; Marlene Melzer-Lange, MD; Abigail Schuh, MD
Erica Iafelice, DO
Third Year Fellow, Pediatric Emergency Medicine
Medical College of Wisconsin Affiliated Hospitals
Case information: "That's too fast!"
The following persons in control of content disclosed the following financial relationships which were reviewed via the MCW conflict of interest resolution process and resolved.
The Medical College of Wisconsin is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians
Designation of Credit Statement
The Medical College of Wisconsin designates this live activity for a maximum of .5 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity
Hours of Participation for Allied Health Professionals
The Medical College of Wisconsin designates this activity for up to .5 hours of participation for continuing education for allied health professionals.
MOC Part II:
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to .5 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.
Participation shared with ABP through PARS:
Individual participants’ information will be shared with ABP through the ACCME Program and Activity Reporting System (PARS).
- 0.50 AMA PRA Category 1 Credit(s)™AMA PRA Category 1 Credit(s)™
- 0.50 Hours of ParticipationHours of Participation credit.