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https://www.selleckchem.com/products/AZD0530.html Purpose This simulation curriculum is structured to teach the use of common eye assessment equipment and corneal foreign removal techniques using harvested cow eye models, the ophthalmologic burr, and the hollow-bore needle. Methods This curriculum involves using one self-assessment (SA) station and three skills stations. The skill stations teach the use of the iCareTonometer, Woods Lamp, and Slit Lamp, and train corneal foreign body removal using a burr and hollow-bore needle. Results Sixteen first, second, and third-year (PGY 1-3) residents of the University of Alabama at Birmingham (UAB) Emergency Medicine participated. 100% indicated this should be an annual training with 87% indicating this was highly realistic. There was a 44% Pre-Sim to 94% Post-Sim SA for improvement with iCareTonometer skill. There was a 7% Pre-Sim to 100% post-Sim SA for improvement with Slit-Lamp skill. There was a 32% Pre-Sim to 100% Post-Sim SA improvement with Woods Lamp skill. For CFB removal, there was a 13% Pre-Sim to 94% Post-Sim SA for improvement with burr and hollow-bore needle skill. Conclusion The self-assessments indicated that this simulation was successful in leading these emergency medicine residents to attaining enhanced self-assessed competencies in the use of common eye assessment equipment and for corneal foreign body removal using the burr and the hollow-bore needle. To establish curriculum globalization, reliability, and competency, larger test groups will have to be studied and objective qualified testers will need to assess competencies. © 2020 Thompson.Background Incorporating electronic medical record systems (EMRs) into the healthcare system is not only about modernizing the health system, but is about saving lives by facilitating communication and practicing evidence-based decision. Globally, more than 50% of EMR projects fail before they reach their target. Even though EMRs are an essential tool for health care

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