Retrieval Medicine 1
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Heather Bloodworth
Overall aims and purpose
The aim of this module is to provide the HEMS practitioner with the robust knowledge required for emergency anaesthesia (prehospital and in-hospital) and the management of critically ill patients requiring level 3 interhospital transfer. The module is intended for experienced healthcare professionals who wish to formalise and develop their practice, and will require learners to develop within credible practice settings. This module can be taken as a standalone course, it is a continuation of the NHS 4435.
General pathophysiology underlying multiorgan failure Anaesthesia: Detailed knowledge of indications Detailed knowledge of process Airway assessment Manual airway control Airway adjuncts: basic and advanced. Laryngoscopy: direct and video Use of suction
Manual ventilation: BVM and anaesthesia circuits Manual ventilation: neonatal equipment
Anaesthetic pharmacology: induction agents; neuromuscular blockade; maintenance
Use and interpretation of capnography Procedural sedation and analgesia Detailed knowledge of indications and process Use and interpretation of nasal capnography Pharmacology of sedatives and analgesics
Provision of multimodal anaesthesia including nerve blockade Neuroprotective strategies in the brain injured patient, including management of critical ICP.
Risk/benefit assessment Difficult airway management Variation in technique for special groups: critically ill or injured; children; the elderly Procedural sedation and analgesia Failed intubation management Failed oxygenation management Cricithyrotomy -needle and surgical Procedural sedation and analgesia Management of adverse events Management of local anaesthetic adverse event
Very good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade B- in the Grading Criteria.
Excellent understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria
Basic understanding of the facts and principles specific to the topics covered in this module. Students will be required to achieve a minimum of C- grade in the assignment to pass the theory component of the module.
Critically appraise possible approaches to procedural sedation and emergency anaesthesia.
Draw upon a range of clinical decision making theory to make reasoned, safe and ethical clinical decisions in relation to when when emergency anaesthesia may be considered undesirable.
Develop advanced airway assessment and management skills including, rapid sequence induction, difficult airway management, surgical airway and video laryngoscopy, identify and manage the complications of emergency anaesthesia.
Propose and critically justify advanced assessment and anaesthetic management plans for a wide variety of critically ill or injured patients, encountered within a pre-hospital environment.
Critically appraise the modifications required for critical care delivery within hazardous areas and disaster management
Critically discuss and apply the underpinning knowledge required to select appropriate anaesthetic techniques based on patient characteristics' and the local environment.
|Objective Structured Clinical Exam||0.00|
Teaching and Learning Strategy
Face to face lectures 7x7 hour lectures 7 days)
Directed study and personal development via Blackboard. 20 hours - working towards assessments 50 hours - directed reading and appropriate workbooks 32 hours developing personal knowledge
|Practical classes and workshops||
Practical and work based workshops will be organised for the students. 7x7 hours practical seminars and workshops
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
None, apart from funding to complete the module and access to IT and word processing equipment.
Ariès, Philippe; Montelescaut, Etienne; Pessey, François; Danguy des Déserts, Marc; Giacardi, Christophe. (2016) Pre-hospital emergency medicine: pain control. Lancet Vol. 387, Iss. 10020: 747.
Ahl, Caroline; Nyström, Maria. (2012) To handle the unexpected - the meaning of caring in pre-hospital emergency care. National Library of Medicine. International emergency nursing Vol. 20, Iss. 1: 33-41.
Brichko, Lisa; Jennings, Paul; Bain, Christopher; Smith, Karen; Mitra, Biswadev.(2016) Selecting cases for feedback to pre-hospital clinicians - a pilot study. Australian health review : a publication of the Australian Hospital Association Vol. 40, Iss. 3: 306-310.
Desjardins, Mathew; Strange, Barnaby; National Library of Medicine. (2013) Pre-hospital treatment of traumatic rhabdomyolysis. Emergency nurse: the journal of the RCN Accident and Emergency Nursing Association Vol. 21, Iss. 8: 28-33.
Rhode, Marianne Grønnebæk; Vandborg, Mads Partridge; Bladt, Vibeke; Rognås, Leif. (2016) Video laryngoscopy in pre-hospital critical care - a quality improvement study. National Library of Medicine. Scandinavian journal of trauma, resuscitation and emergency medicine Vol. 24: 84
Rognås, Leif; Hansen, Troels Martin; Kirkegaard, Hans; Tønnesen, Else( 2013) Refraining from pre-hospital advanced airway management: a prospective observational study of critical decision making in an anaesthesiologist-staffed pre-hospital critical care service. National Library of Medicine. Scandinavian journal of trauma, resuscitation and emergency medicine Vol. 21: 75.
Strayer, Reuben J.; Nelson, Lewis S.(2008) Adverse events associated with ketamine for procedural sedation in adults. The American Journal of Emergency Medicine; Philadelphia Vol. 26, Iss. 9: 985-1028.
Strayer, Reuben J.; Nelson, Lewis S.(2008) Adverse events associated with ketamine for procedural sedation in adults. The American Journal of Emergency Medicine; Philadelphia Vol. 26, Iss.9: 985-1028.
Simma, Leopold; Cincotta, Domenic; Sabato, Stefan; Long, Elliot. (2013) Airway emergencies presenting to the paediatric emergency department requiring advanced management techniques. Archives of Disease in Childhood; London Vol. 102, Iss. 9: 809.
Sunde, Geir Arne; Sandberg, Marten; Lyon, Richard; Fredriksen, Knut; Burns, Brian. (2017) Hypoxia and hypotension in patients intubated by physician staffed helicopter emergency medical services - a prospective observational multi-centre study. BMC Emergency Medicine; London Vol. 17.
Hood, Natalie; Considine, Julie (2015) Spinal immobilisation in pre-hospital and emergency care: A systematic review of the literature. National Library of Medicine. Australasian emergency nursing journal: AENJ Vol. 18, Iss. 3: 118-137
Krauss, Baruch; Green, Steven M. (2006) Procedural sedation and analgesia in children The Lancet; London Vol. 367, Iss. 9512: 766-80.
Kaye, Philip; Govier, Matthew; National Library of Medicine. (2014) Procedural sedation with propofol for emergency DC cardioversion. Emergency medicine journal: EMJ Vol. 31, Iss. 11: 904-908.
Møller, Thea Palsgaard; Kjærulff, Thora Majlund; Viereck, Søren; Østergaard, Doris; Folke, Fredrik. (2017) The difficult medical emergency call: A register-based study of predictors and outcomes. Scandinavian journal of trauma, resuscitation and emergency medicine Vol. 25, Iss: 22.