First 5–60 minutes
ED pharmacist
What must be recognized, prepared, administered, prevented, monitored, and handed off now?
A focused learning system for a BCPS emergency medicine pharmacist: one chosen gap at a time, examined through pathology, pharmacology, evidence, and bedside decisions.
One patient · four responsibilities
A common clinical core keeps the science consistent; the overlays expose how urgency, setting, physiology, and continuity change the plan.
First 5–60 minutes
What must be recognized, prepared, administered, prevented, monitored, and handed off now?
Cause to discharge
What caused this, what should persist after stabilization, and what is the telemetry-to-discharge plan?
Physiology under stress
How do shock, infusions, devices, organ failure, and rapidly changing PK/PD alter the decision?
Disease model
What pathology explains the presentation, how is it proven, and when are procedures or consultation needed?
The content contract
Learner-led scope
You choose what follows: another clinical decision, one drug, a drug class, a primary paper, or a focused review of a changing evidence area. Nothing advances automatically.
Rhythm, perfusion, ischemia, heart failure, thrombosis, and the drugs that change each.
First module · ArrhythmiasThe wider taxonomy stays in the architecture, out of the learning surface, until you name the next gap worth mastering.
No automatic queueMastery, not completion
Mastery requires accurate decisions on unseen cases, zero repeated safety-critical errors, durable recall after 30 days, and a mechanism/evidence teach-back that another clinician could trust.