SHOCK! Three Simulated Case Series for Medical Students

Publication ID Published Version
9711 February 13, 2014 1


This case series is a set of three High Fidelity Simulation Cases designed to be given in a block (approximately three hours in total duration), to Clerkship students (3rd or 4th year medical students), during their rotation in the Emergency Department. The cases are independent, but build on each other to give the learner a comprehensive understanding of different shock, and management of shock, in the Emergency Department setting. It is recommended to give the three cases back, to back, to back, in a set block of time for maximal effect and learning.


Ko P, Sarsfield M, Campoli J, Freeman R, Welch K. SHOCK! Three Simulated Case Series for Medical Students. MedEdPORTAL Publications; 2014. Available from:

Educational Objectives

  1. Obtain an appropriate/focused history and physical exam on a patient in shock.
  2. Identify and recognize shock in the cases based on patient clinical presentation and vital signs.
  3. Treat the unstable patient appropriately based on clinical presentation and type of shock.
  4. Obtain and give oral presentation on patient, to appropriate consultants in each case (if necessary) in management and disposition of patient.


  • Septic Shock (MeSH), Hemorrhagic Shock (MeSH), Respiratory Shock (MeSH), Shock, High Fidelity Simulation, Patient Simulation (MeSH), Emergency Medicine (MeSH), Clinical Clerkship (MeSH), Students (MeSH)


  • Medical
    • Emergency Medicine


  • Interpersonal & Communication Skills
  • Knowledge for Practice
  • Patient Care
  • Practice-based Learning & Improvement
  • Professionalism
  • Systems-based Practice

Instructional Methods

  • Case-based Instruction/Learning
  • Simulation

Organ Systems

  • Cardiovascular system
  • Gastrointestinal system
  • Urinary system

Academic Focus

  • Clinical Sciences
    • Clinical Skills/Doctoring

Intended Audience

  • Professional School
    • Medical Student
  • Professional School Post-Graduate Training
    • Resident

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ISSN 2374-8265