TTR COMPENDIUM
This collection of teaching materials is free to use and modification is encouraged. Each topic was selected by our Editorial Board by considering the needs of course directors and utilizing consensus topics derived from a national Delphi process. All materials are authored and edited by active TTR course directors and are currently used in the authors’ courses.
For questions, feedback, or to join the TTR email distribution list, contact:
Editor-in-Chief Dr. Matt Rustici MD (University of Colorado).
MATERIALS
-
Materials are organized into 3 format categories:
Case-Based Format: designed to be discussed in small groups with a specialty-specific facilitator. Cases focus on decisions, actions, and responses in common or high-risk situations. (80-min session design)
Standardized Patient Format: designed to be role-played using SPs with all relevant patient-related background information needed for SP preparation as well as tips for facilitating debriefs (40-min/case session design)
Simulation Format: designed to be delivered using simulation manikins and have all relevant patient-related information needed for pre-programing manikins. All relevant lab information is provided and all radiologic images or ECGs designed to be shown to students are available in the download. (20-min/case session design)
*** Within the downloadable materials for each topic are 6 specialty contexts:
Family Medicine (FM)
Emergency Medicine (EM)
Internal Medicine (IM)
Obstetrics and Gynecology (OBGYN)
Pediatrics (Peds)
Surgery (Surg)
*Some Psychiatry materials are available at the bottom of this page
Case-Based Format
-
(Click to download materials)
Session Overview:Through a case-based format, students will discuss strategies for managing patients and family members with acute agitation of different etiologies.
Faculty/teacher needs:
1 facilitator/8 students
Session Learning Objectives:
By the end of this session, students will be able to:
1. Describe the components of effective verbal de-escalation for an agitated patient.
2. Identify when agitation represents manifestation of a serious underlying medical illness.
3. Identify which medications are appropriate for unique clinical scenarios in the setting of agitation.
4. Recognize when restraints are necessary for agitation, and how to safely use them.
-
Session Overview:
Students will discuss and manage common lab abnormalities they will encounter as an intern as well as utilize appropriately selected laboratory diagnostic studies.
Faculty/teacher needs:
1 facilitator/8 students
Session Learning Objectives:
1. Interpret and manage commonly encountered laboratory abnormalities relevant to your specialty internship.
2. Differentiate normal and abnormal labs within a given clinical context
3. Identify appropriate laboratory diagnostic studies to evaluate common conditions encountered during your specialty internship.
-
Session Overview:
Students will discuss and manage common abnormalities in vitals they will encounter as an intern as well as utilize appropriately selected laboratory diagnostic studies within their specialty.
Faculty/teacher needs:
1 facilitator/8 students
Session Learning Objectives:
1. Interpret and manage common calls for abnormal vitals.
2. Differentiate normal and abnormal vitals within a given clinical context
3. Identify appropriate diagnostic evaluation for common vital abnormalities.
-
Session Overview:
Students will reflect on and practice mitigation response strategies to common microaggressions they may witness or experience during internship.
Faculty/teacher needs:
1 facilitator/8 students
Session Learning Objectives:
1. Reflect on Structural Racism, Bias, and stereotype perpetuated within medicine.
2. Reflect on one’s own biases and actions as carriers of bias.
3. Practice mitigation strategies to address bias, racism, discrimination, and microaggressions (RDM) that may be experienced as an intern.
-
Materials in development
-
Materials in development
-
Materials in development
-
Materials in development
Standardized Patient Format
-
Session Overview:
students will role-play 1:1 with a Standardized Patient where the students will be expected to deliver serious news. Specialty-specific facilitators will give guidance and insight into the unique challenges and needs of their specific specialty in each of the roleplay scenarios.
Faculty/teacher needs:
1 specialty facilitator/student group (4-5 students) + 1 SP/student group
Session Learning Objectives:
1. Deliver serious news to patients in common medical situations encountered in residency
2. Apply techniques to manage common emotional reactions patients may have to receive serious news
3. Reflect on techniques to manage common emotional reactions providers may have while delivering serious news
-
Session Overview:
Students will role-play 1:1 with a Standardized Patient where the students will be expected to have complex communication encounters with patients taking opioids.
Faculty/teacher needs:
1 specialty facilitator/4 students + 1 SP/4 students (4 SPs that will rotate)
Session Learning Objectives:
1. Practice conversations with patients who have opioid dependence.
2. Practice conversations with patients who are misusing opioids.
3. Demonstrate how to set boundaries with patients requesting opioids while remaining compassionate and respectful.
4. Employ empathy with patients who may be behaving in a challenging way due to complex factors like mental health conditions, social determinants of health, pain, or discomfort.
5. Discuss how implicit biases and social determinants of health impact the care provided to patients using opioids.
Simulation Format
-
Session Overview:
Students will work as a team to resuscitate a simulation manikin with an acute critical illness. Simulations are designed to be short and focused on the initial steps of resuscitation that an intern should be able to do prior to when help arrives.
Faculty/teacher needs:
1 simulation technician AND 1 simulation faculty/4 students
Session Learning Objectives:
1. Practice determining the etiology of an acute critical illness
2. Practice resuscitating a patient with an acute critical illness
3. Practice working effectively on a resuscitation team
Supplemental Specialty Content
-
Session Overview:
Through a case-based format, students will discuss strategies for managing patients and family members with acute agitation of different etiologies.
Faculty/teacher needs:
1 facilitator/8 students
Session Learning Objectives:
By the end of this session, students will be able to:
1. Describe the components of effective verbal de-escalation for an agitated patient.
2. Identify when agitation represents manifestation of a serious underlying medical illness.
3. Identify which medications are appropriate for unique clinical scenarios in the setting of agitation.
4. Recognize when restraints are necessary for agitation, and how to safely use them.
Compendium Templates
All materials in the Compendium are designed according to standardized templates. For course directors interested in creating new sessions for their courses, we encourage you to download and use the case-format templates to make collaboration and sharing easier. Future authorship applications for new materials will be given priority to courses who have materials already in the standard format.
Case-Based Format (Faculty Guide Template) (Case Material Template)
Standardized Patient Format (SP Faculty Guide Template) (SP Case Material Template)
Simulation Format (Sim Faculty Guide Template) (Sim Case Material Template)
Copywrite and use of Compendium materials:
All materials in the Compendium are licensed under a Creative Commons Attribution 4.0 International License (CC BY). We encourage adaptation, improvement, and use of materials but ask that if a significant portion of your final material originated in the compendium, you link to the TTR Compendium website in your session materials. This helps ensure that future collaborators, learners, and teachers are aware of the resources in the Compendium and know they have access to these materials for future use.
FAQs
-
Materials are designed to be delivered in a 20, 40, or 80-minute session. If you create your course with 80-minute blocks, it is easy to integrate content directly and combine shorter duration content as needed (i.e.; delivering 4 simulations which are 20 minutes each over an 80-minute block).
-
Yes! All materials are provided in Word and Powerpoint files so they are easy to edit and manipulate as you see fit. Each year materials will be updated and improved and can be downloaded again. The less modifications you make, the easier it will be to update your course with new material each year.
-
All materials are created by TTR directors and faculty. Each year a call goes out for new authors and new topics. Our goal is to be inclusive and collaborate across TTR courses to create very high-value materials. Authors and Editor information is found in the attribution section of each document.
-
There is a TTR Compendium Editorial Board that selects new topics. Current Board members are:
Andrea Anderson, MD (The George Washington School of Medicine)
Kathryn Meredith Atkins, MD (Harvard Medical School)
Jason Brainard, MD (University of Colorado)
Lauren Heidemann, MD, MHPE (University of Michigan)
Brad Monash, MD (University of California San Francisco)
M. Kathryn Mutter, MD, MPH (University of Virginia)
Matthew Rustici, MD (University of Colorado) * Editor in Chief
-
We recommend that you create your materials using the templates above to make it easier to share with others. We welcome suggestions for new topics and prioritize selecting authors for new topics from those who have existing materials created in the Compendium’s standard formats.
-
In order to remain listed as a current version author/editor, materials must be updated yearly. We encourage those courses who are using materials and have made edits/corrections to send updated copies of materials to the Compendium so that we can improve the materials for the following year.
-
All materials are specifically designed to be taught to students transitioning from Medical School to Residency. Materials are free to use in other contexts and can be adapted as desired to serve other learner levels.
** The Compendium was originally created with generous support from the Macy Faculty Scholars program **
*** Some materials were created with gracious support from the Zell Family Foundation ***