Aerial drone misadventure: A novel case of trauma resulting in ocular globe rupture.

PURPOSE: The purpose of this case report is to present the novel findings of a drone causing such a traumatic ocular injury and provide recommendations for how it might be prevented. OBSERVATIONS: We report on a recent case where a child presented to our Emergency Department after incurring a blow to the face by the propeller of a remote controlled drone. The patient suffered significant trauma including rupture of the right globe. CONCLUSIONS: As drone sales continue to rise, it is important that physicians be prepared to treat the potential injuries that may result from using these devices. Furthermore, in an attempt to reduce the number of visits associated with remote controlled drones, physicians should be prepared to provide advice as to how patients can reduce the risks of injury. IMPORTANCE: We hope that the framework and recommendations below will help physicians decrease adverse outcomes related to this unusual injury pattern.

Establishing an Ultrasound Curriculum in Undergraduate Medical Education: How Much Time Does It Take?

OBJECTIVES: Over the years, the use of ultrasound in the medical profession has become a common occurrence. As a result, many medical schools are considering an ultrasound curriculum for first- and second-year medical students. The question posed by many of these programs is how much time and effort are required to establish such a curriculum. We at the University of Colorado School of Medicine sought to quantify the resources and time required. METHODS: We conducted a cohort study that analyzed the time spent teaching, as well as the types of instructors (eg, faculty, resident, and peer student) that contributed to our ultrasound curriculum. The study population consisted of instructors who participated in the curriculum during the 2014-2015 academic year. We analyzed the amount of time that facilitators spent teaching and tabulated these data using their specialty. RESULTS: Our data revealed that within an academic year, a combined total of 484 hours were spent teaching ultrasound to first- and second-year medical students combined. A total of 6 days were required to teach ultrasound to first-year medical students, and a total of 5 days were required for second-year medical students. It required 1 instructor for every 8 students, and most the faculty who volunteered time were from the field of emergency medicine, followed by family medicine and radiology. CONCLUSIONS: We describe the number of hours and instructors required to implement an ultrasound curriculum for undergraduate medical education.

Incidental Findings in Student Ultrasound Models: Implications for Instructors.

As ultrasonography continues to become integrated into undergraduate medical education, there have been concerns raised about the use of volunteer models and the ability to maintain patient privacy during scanning sessions. To date, there have been no reports on how instructors should manage situations in which incidental findings are made during educational ultrasonography sessions. We present three different examples of incidental findings that occurred at our institution and the various approaches taken by the instructors. Furthermore, we outline an approach that can be utilized by other medical schools to better maintain patient confidentiality.