『The St.Emlyn’s Podcast』のカバーアート

The St.Emlyn’s Podcast

The St.Emlyn’s Podcast

著者： St Emlyn’s Blog and Podcast
無料で聴く

A UK based Emergency Medicine podcast for anyone who works in emergency care. The St Emlyn ’s team are all passionate educators and clinicians who strive to bring you the best evidence based education. Our four pillars of learning are evidence-based medicine, clinical excellence, personal development and the philosophical overview of emergency care. We have a strong academic faculty and reputation for high quality education presented through multimedia platforms and articles. St Emlyn’s is a name given to a fictionalised emergency care system. This online clinical space is designed to allow clinical care to be discussed without compromising the safety or confidentiality of patients or clinicians.Attribution-NonCommercial-ShareAlike CC BY-NC-SA 科学 衛生・健康的な生活 身体的病い・疾患
エピソード
  • Ep 296 - Trauma, Systems Thinking and High-Risk PE (April 2026 Round Up)

    Ep 296 - Trauma, Systems Thinking and High-Risk PE (April 2026 Round Up)
    2026/09/12
    Iain Beardsell and Simon Carley return for the April 2026 St Emlyn’s podcast update, talking through another busy month of posts from the St Emlyn’s team and guest authors. This month brings trauma, systems thinking, public health and pulmonary embolism, with plenty of practical ideas to take back to your next shift. Iain and Simon start with three more of Simon’s Trauma Team Leader Tips. The first looks at external haemorrhage control. Tourniquets save lives, but they are not the answer to every bleeding wound. Simon describes a practical escalation from accurate direct pressure, through additional dressings and indirect pressure, to haemostatic agents and tourniquets when they are genuinely needed. The wider lesson applies well beyond major trauma: expose the wound, find where the blood is coming from and apply effective pressure. They then discuss Simon’s post on chest drains before CT. A pneumothorax or haemothorax does not automatically mean that a stable trauma patient needs a drain before leaving resus. The important question is whether the intervention is needed immediately, or whether putting in a chest drain will simply delay the CT that defines the patient’s injuries. As ever, physiology matters more than reflex protocols. Simon’s final Trauma Team Leader Tip is deceptively simple: put major trauma patients straight onto a portable monitor. Most major trauma patients will soon be leaving resus for CT, theatre or another clinical area. Preparing for that move from the moment they arrive can remove avoidable delays. Portable monitoring, oxygen, transfer equipment and a consistent transfer checklist all help maintain momentum. Iain and Simon then turn to two posts from Stefan about some familiar emergency department problems. The first considers how we explain ED crowding to colleagues who do not work in our environment. Stefan introduces the idea of a “cognitive bridge”: using an anchor, span and landing point to translate an emergency medicine problem into something meaningful to the person you are speaking to. The second tackles the perennial question of how many patients an emergency clinician should see per hour. The discussion moves away from simply measuring individual productivity and towards the systems in which people work. Crowding, poor IT, interruptions, inadequate space and dysfunctional processes all affect what clinicians can achieve. Before blaming the individual, look at the system around them. That theme continues with a guest post from Australian critical care nurse and educator Jesse Spurr. Jesse asks why healthcare so often responds to problems by adding yet another piece of mandatory training. His argument is that many failures are fundamentally system problems. Retraining one person, or thousands of staff, will not fix a badly designed system. Next, Iain and Simon discuss Greg Yates’ appraisal of the evidence for smoking cessation interventions in the emergency department. The important distinction is between simply advising someone to stop smoking and offering a structured intervention that includes nicotine replacement. The evidence reviewed in the post suggests the latter is considerably more useful. The ED also sees groups who may have relatively little contact with other healthcare services, creating opportunities for worthwhile public health interventions when they are properly designed and resourced. Finally, they look at Dan Horner’s post on one of the more difficult areas of pulmonary embolism management. What should we do with the patient who is not peri-arrest, but has evidence of right heart strain and physiological compromise? Dan reviews the HI-PEITHO trial, which examined ultrasound-facilitated catheter-directed thrombolysis in higher-risk PE. Iain and Simon discuss what the results might add to decision-making in this difficult intermediate group and the potential role of multidisciplinary PE response teams. There are plenty of practical messages from this month’s posts: Control external bleeding thoughtfully rather than automatically reaching for a tourniquet.Do not let an unnecessary procedure delay definitive trauma imaging.Prepare trauma patients for transfer from the moment they arrive.When performance is poor, examine the system as well as the individual.Think carefully before responding to every healthcare problem with more mandatory training.Public health interventions in the ED need proper systems behind them.High-risk pulmonary embolism remains an area where physiology, evidence and multidisciplinary judgement all matter. If you enjoy St Emlyn’s and have an idea you would like to share, we would love to hear from you. Writing a St Emlyn’s blog post is a practical way to develop your critical appraisal and medical writing skills, contribute to the wider emergency medicine community and add something meaningful to your training or CPD portfolio. You do not need to arrive with a finished article. We are very happy to help ...
    続きを読む 一部表示
    26 分
  • Ep 295 - PE, Whole Blood, HEMS and Smarter CPR (March 2026 Round Up)

    Ep 295 - PE, Whole Blood, HEMS and Smarter CPR (March 2026 Round Up)
    2026/08/13

    In this month’s St Emlyn’s podcast, Iain Beardsell and Simon Carley work through some of the most interesting recent posts and papers from the blog.

    The conversation ranges from the latest pulmonary embolism guidance to the persistent problem of emergency department crowding, and from pre-hospital whole blood to the uneven availability of enhanced critical care across the UK.

    They also look at whether TOE might help us deliver more effective CPR, why arterial pressure may be a more useful resuscitation target than simply watching compressions, and a remarkable report from Gaza that challenges some long-held assumptions about pericardiocentesis in traumatic tamponade.

    As ever, the focus is less on simply repeating what the papers say and more on what they mean in practice. Some of the evidence is reassuring, some of it is uncomfortable, and several of the studies raise as many questions as they answer.

    It is a discussion about uncertainty, physiology, systems and the importance of being willing to change your mind when the evidence does not fit what feels intuitively right.

    Learning from podcasts?

    If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.
    続きを読む 一部表示
    31 分
  • Ep 294 - Experts Are Made, Not Born: Sara Crager on Mental Models and Rapid Sequence

    Ep 294 - Experts Are Made, Not Born: Sara Crager on Mental Models and Rapid Sequence
    2026/07/11

    What does it really mean to become an expert in resuscitation and critical care?

    It is tempting to think that expertise comes from accumulating enough facts, passing enough exams or simply spending 10,000 hours at work. In this episode, Iain Beardsell is joined by emergency physician, intensivist and medical educator Sara Crager to explore why expertise is less about how much we know and more about how we think.

    Sara explains how experts develop high-quality mental models that allow them to organise information, recognise patterns and approach difficult clinical problems. Crucially, these mental models do not have to remain hidden inside the heads of experienced clinicians: they can be identified, explained and deliberately taught.

    The conversation moves from the limitations of mnemonics and assessment-driven education to the value of deliberate practice, feedback and safe failure. Sara describes how an expert might organise the differential diagnosis of cardiac arrest into respiratory, haemodynamic and metabolic problems, rather than relying solely on a memorised list of Hs and Ts.

    Iain and Sara then discuss Rapid Sequence, the gamified clinical-learning platform Sara created with emergency physician Ryan Ernst. Learners work through realistic cases in a simulated clinical environment, managing several patients while dealing with interruptions, competing priorities and the consequences of their decisions.

    After each block, Sara and Ryan deconstruct the cases, make their clinical reasoning explicit and introduce mental models that learners can immediately apply when they try again. It is a cycle of practice, failure, teaching and repetition—without putting a real patient at risk.

    They also explore why attention, storytelling and visual design matter in medical education; how “multitasking” may be better understood as rapid task switching; and what Sara has learned from turning an educational passion project into a working product.

    In this episode
    • Why expertise is about cognitive strategies and mental models—not simply knowledge
    • Why experts are made rather than born
    • The limitations of the “10,000-hour rule”
    • How deliberate practice differs from repetition
    • When learners are ready to be taught expert ways of thinking
    • Foundational knowledge versus clinically useful organisation
    • Moving beyond mnemonics such as the Hs and Ts
    • How experts can make their implicit reasoning explicit
    • Why acquiring a new mental model can produce a sudden leap in performance
    • The importance of inspiration—and giving learners an achievable pathway
    • How Rapid Sequence creates a safe place to make mistakes
    • Managing several patients, interruptions and cognitive load
    • Teaching shock, respiratory failure and acid–base physiology
    • Why engaging design is part of the educational method
    • The role of games alongside podcasts, lectures and clinical experience
    • Reframing multitasking as rapid task switching
    • The “pause and bookmark” technique for managing interruptions
    • The realities of building an independent medical-education project
    • Why partnership, persistence and a genuine belief in the project matter

    Learning from podcasts?

    If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.
    続きを読む 一部表示
    34 分
adbl_web_anon_alc_button_suppression_t1
まだレビューはありません