Access to Health Care Through Catamount Health; Do Providers Know Enough to Refer?

Background: On November 1, 2007, Vermont launched ‘Catamount Health,’ a state-sponsored private insurance plan. The goal: to close the gap between privately insured and Medicaid insured Vermonters. Previous programs such as Dr. Dynasaur and VHAP were already in place to care for children and low-income residents respectively. Now, under the umbrella title of “Green Mountain Care,” Catamount Health joins them. Catamount Health offers private coverage through either Blue Cross/Blue Shield of VT or MVP Health Care, the cost of which is offset by the state according to income level and household size. To qualify for Catamount, an individual must have an income of at least $1,277 (lower incomes qualify for VHAP), and meet a number of criteria: • Vermont residents 18 years or older • Not currently eligible for other state-sponsored health insurance programs • Have been living without health insurance for 12 months or more unless insurance was lost due to: - Loss of employment - Divorce from or death of a spouse/partner - Dis-enrollment from college or your parent’s plan - No longer eligible for Medicaid or VHAP - No longer have COBRA coverage • Do not have access to insurance through employer The estimate of uninsured Vermonters is 65,000, or 10$1.6 million dollars to fund a large-scale advertising campaign on television, radio, newspaper, and on foot. Following this campaign, there is a high likelihood that Vermonters will bring questions and concerns about Catamount to their physician offices and community leaders, emphasizing the importance of a well-educated provider.https://scholarworks.uvm.edu/comphp_gallery/1021/thumbnail.jp

Emergency centre management of paediatric diarrhoea: An overview

The worldwide burden of diarrhoeal disease results in 1.5 million deaths annually in children under the age of five. Emergency physicians are often the primary medical provider to care for these children, so a firm understanding of diarrhoeal aetiology, microbiology, risk stratification, and treatment options is crucial. By using a focused history and physical exam with appropriately targeted serum investigations and imaging studies, children may be accurately assessed for degree of dehydration. Ultrasound imaging in particular is emerging as a rapid and reliable tool for this purpose. While oral rehydration remains essential first-line treatment, more severe presentations warrant use of intravenous crystalloid for the correction of fluid deficit. A focus on proper patient disposition and discharge instructions is also critical for prevention of further morbidity and to prevent unnecessary emergency centre returns. This overview of recent literature provides the emergency physician with a basic understanding of the evidence supporting management of paediatric diarrhoea

A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine

Introduction: The COVID-19 pandemic led to a large disruption in the clinical education of medical students, particularly in-person clinical activities. To address the resulting challenges faced by students interested in emergency medicine (EM), we proposed and held a peer-led, online learning course for rising fourth-year medical students.Methods: A total of 61 medical students participated in an eight-lecture EM course. Students were evaluated through pre- and post-course assessments designed to ascertain perceived comfort with learning objectives and overall course feedback. Pre- and post-lecture assignments were also used to increase student learning.Results: Mean confidence improved in every learning objective after the course. Favored participation methods were three-person call-outs, polling, and using the “chat” function. Resident participation was valued for “real-life” examples and clinical pearls.Conclusion: This interactive model for online EM education can be an effective format for dissemination when in-person education may not be available.

A Near-Peer Educational Model for Online, Interactive Learning in Emergency Medicine

Introduction: The COVID-19 pandemic led to a large disruption in the clinical education of medical students, particularly in-person clinical activities. To address the resulting challenges faced by students interested in emergency medicine (EM), we proposed and held a peer-led, online learning course for rising fourth-year medical students.Methods: A total of 61 medical students participated in an eight-lecture EM course. Students were evaluated through pre- and post-course assessments designed to ascertain perceived comfort with learning objectives and overall course feedback. Pre- and post-lecture assignments were also used to increase student learning.Results: Mean confidence improved in every learning objective after the course. Favored participation methods were three-person call-outs, polling, and using the “chat” function. Resident participation was valued for “real-life” examples and clinical pearls.Conclusion: This interactive model for online EM education can be an effective format for dissemination when in-person education may not be available.