Learning Objectives: Priapism drainage; Common causes of hyperkalemia; Pacemaker EKGs and errors; Common toxic botanicals and their treatments; Beta-blocker toxicity management; Psychiatric medical emergencies; Resuscitation of adult and pediatric burn victims; Wilderness resuscitation skills.

Introduction/Background: Traditional conferences provide a uniform, didactic review. Modern residents can benefit from a structure that engages them in active learning with immersive and collaborative experiences. Activities like flipped classrooms, simulation, and virtual learning have improved upon the ennui of prior conferences. We seek to appropriate the escape room to review key, uncommon topics in emergency medicine (EM) as a conference activity to address areas of improvement in residents’ knowledge prior to their in-training exam (ITE).

Educational Objectives: At the completion of the escape room activity, residents and medical students will be tested upon and be able to perform the following: Priapism drainage Common causes of hyperkalemia Pacemaker EKGs and errors Common toxic botanicals and their treatments Beta-blocker toxicity management Psychiatric medical emergencies Resuscitation of adult and pediatric burn victims Wilderness resuscitation skills.

Curricular Design: A survey-based needs assessment was done by EM residents about the topics which needed more review before their ITE. Topics were assessed to determine an optimal method for review: lecture, group session, or gamification. Those selected for gamification were designed to fit a predetermined theme to complement a ninety minute conference lecture alternative escape room. Residents were split into four groups and raced to complete the activity. Afterward, residents were provided a review over each topic and the escape room was surveyed for its effectiveness and satisfaction with respect to the review of the objectives.

Impact/Effectiveness: An anonymous Likert scale survey provided to residents showed 90% rating the activity successful in achieving its academic goal and 95% as an activity that residents wanted to implement again in the future. 93% of residents who provided feedback regarding topic selection agreed that the activity addressed their prior curricular deficits.

Background: Coronavirus disease 2019 (COVID-19) has spread throughout the world since late 2019. Symptoms appear after a two-week incubation period and commonly include fever, cough, myalgia or fatigue, and shortness of breath.

Case Report: A 32-year-old male with a history of opiate abuse presented to the emergency department with altered mental status. The patient was lethargic and hypoxic with improvement from naloxone. Official chest radiograph was read as normal; however, the treating clinicians noted bilateral interstitial opacities, raising concern for underlying infectious etiology. Opiates and cocaine were positive on drug screen, and an arterial blood gas on room air showed hypoxemia with respiratory acidosis. The patient was intubated during the treatment course due to persistent hypoxemia and for airway protection after resuscitation. The COVID-19 test was positive on admission, and later computed tomography showed ground-glass opacities. The patient was extubated and discharged after one week on the ventilator.

Conclusion: When screening patients at and during evaluation, physicans should consider a broad differential as patients with atypical presentations may be overlooked as candidates for COVID-19 testing. As screening and evaluation protocols evolve, we emphasize maintaining a high index of suspicion for COVID-19 in patients with atypical symptoms or presenting with other chief complaints in order to avoid spreading the disease

Learning Objectives: Our goal was to create a bespoke annual competition that incentivizes residents’ participation both during conference and outside scholarly activities as well as foster camaraderie between residents and boost morale of the residency program.

Introduction: Current emergency medicine (EM) residents have different learning styles and benefit from a more immersive educational strategy over classic, lecture-based curricula.1,2,3,4 Integrating gamification into a didactic curriculum has been shown to boost learners’ participation.2 An annual competition that incentivises residents’ participation in conference and scholarly activities can motivate educators to create more interactive learning tools and encourage resident participation.

Objectives: Our goal was to create an annual competition in which residents earn points based on various competitions and completion of scholarly activities. We hypothesize that our novel competition will motivate residents to participate in conference activities and scholarly activities, as well as foster camaraderie between residents and improve overall morale.

Curricular Design: Residents were randomly sorted into four groups at the beginning of the academic year with an equal distribution of PGY levels. Residents had opportunities to earn points for their teams through a variety of predetermined activities including individual and team-based competitions during conferences and completion of scholarly activities. Points could also be deducted for missed deadlines. The challenge spanned the academic year and the group with the highest points was awarded prizes.

Impact/Effectiveness: Our House Cup Challenge has stimulated resident participation, fostered camaraderie, and improved residency morale. Residents completed an anonymous Likert scale survey to assess the impact of the competition. 73% report that the challenge boosted overall morale and 70% report that it helped foster camaraderie with co-residents. In terms of education, 62% of the residency were incentivized to participate in activities in which they otherwise would not have participated and 66% would want to participate again next year. This competition can be easily integrated into any EM residency curriculum.