Clinical Recognition and Managment
How extreme heat harms the body Humans maintain a core body temperature around 37°C (98.6°F) through thermoregulation (sweating, increased blood flow to skin). However, these cooling mechanisms can be overwhelmed in extreme environmental heat, especially with high humidity or dehydration. Clinical comparison: heat exhaustion vs. heat stroke Feature Heat exhaustion Heat stroke Core temperature Usually […]
Introduction to Heat Impacts
Connect to prior learning In the Droughts and Extreme Heat Waves section of the Extreme Weather Hazards Module, you learned that heat waves are one type of extreme weather event, and you were introduced to vulnerable populations affected by heat. This module builds on that foundation by examining heat as a chronic and recurrent public health threat—not […]
Climate Change and Heat Impacts
Sections
MS1 HEENT Exam
Small vessel vasculitis
Optional resources American College of Rheumatology (ACR) Rheum2Learn 2.0: Small Vessel Vasculitis Estimated time: 10–15 min. (Cases 2 and 3 only) Rheum2Learn 2.0 is a free, case-based online program from the ACR that uses interactive patient cases to build core skills in recognizing and managing rheumatic diseases. Flexible and self-paced, it’s designed for students, residents, […]
Calculating and interpreting statistics for the health sciences (Facilitator)
Learning Goals Demonstrate respectful, constructive, adaptive interactions with peers and/or facilitators, including punctual attendance, advanced preparation, professionalism, and giving and receiving feedback Interpret and calculate statistical tests that are used in the health sciences In the large-group session, you learned about a few basic statistical methods used in the health sciences. In this small group […]
Critical analysis of a case report (Facilitator)
In this session, we will assess a paper that is a case report on a patient with episodes of confusion and hypoglycemia. What was the diagnosis? Read the case report to find out! There will also be a short discussion on a case report and where it fits into the evidence-based pyramid. Learning Goals Learning […]
Urinary tract infections (UTIs)
Learning goals Compare epidemiology, microbiology, pathogenesis, and host risk factors for cystitis, pyelonephritis, and health-care associated urinary infections Compare and contrast the clinical presentations, diagnosis, treatment approach, and potential complications for cystitis, pyelonephritis, and prostatitis This session covers the clinical entity of urinary tract infections and will build off of concepts/learning in the session on […]
Gram-negative bacteria: Systemic and urinary pathogens (“The all stars”)
Learning goals Compare and contrast the microbiologic characteristics, pathogenic features, and diseases associated with Escherichia coli, Pseudomonas aeruginosa, Proteus, and Klebsiella pneumoniae Compare and contrast the virulence factors and clinical diseases associated with the six pathogenic types of Escherichia coli Describe cellular features of gram-negative bacteria and the immune response to invasive gram-negative infections This […]
An approach to reading the literature (Facilitator)
Learning Goals Demonstrate respectful, constructive, adaptive interactions with peers and/or facilitators, including punctual attendance, advanced preparation, professionalism, and giving and receiving feedback Formulate and critically analyze PICO questions (population/patient/problem, intervention, comparison, outcome) Describe predatory journals and explain how they can be identified Activity 1: Application of PICO The primary purpose of the PICO question is […]