The St.Emlyn’s Podcast

St Emlyn’s Blog and Podcast

A UK based Emergency Medicine podcast for anyone who works in emergency care. The St Emlyn ’s team are all passionate educators and clinicians who strive to bring you the best evidence based education. Our four pillars of learning are evidence-based medicine, clinical excellence, personal development and the philosophical overview of emergency care. We have a strong academic faculty and reputation for high quality education presented through multimedia platforms and articles. St Emlyn’s is a name given to a fictionalised emergency care system. This online clinical space is designed to allow clinical care to be discussed without compromising the safety or confidentiality of patients or clinicians.

  1. 14h ago

    Ep 297 - The 5th Universal Definition of MI - what emergency clinicians need to know

    When does a raised troponin become a myocardial infarction? What has happened to “type 2 MI”? And how certain can we be about the diagnosis without imaging? Iain Beardsell introduces Professor Rick Body for a practical guide to the Fifth Universal Definition of Myocardial Infarction. Rick explains the changes in terminology, troponin interpretation and diagnostic criteria, focusing on what they mean for clinicians assessing patients in the emergency department. What Rick covers Primary, secondary and procedure-related MI. The new classification replaces the previous numbered types. Rick explains why primary MI now includes coronary dissection, vasospasm and embolism, alongside atherothrombosis. He also describes how the 30-day window after coronary intervention or bypass surgery defines procedure-related MI. Sex-specific troponin thresholds. The definition explicitly recommends sex-specific upper reference limits. Rick discusses why this matters and encourages clinicians to understand the thresholds used by their own laboratory, rather than assuming every troponin assay works in the same way. A likely diagnosis versus a confirmed diagnosis. Cardiac and coronary imaging take a more prominent role in confirming MI and identifying its cause. This is particularly relevant when considering secondary MI in patients with sepsis, tachyarrhythmia or gastrointestinal haemorrhage. A troponin rise alone does not establish myocardial infarction. Acute and chronic myocardial injury. Rick explores the causes of myocardial injury beyond infarction, including inflammation, haemodynamic stress, catecholamine effects, toxicity and trauma. He also challenges the habit of diagnosing chronic myocardial injury from two similar troponin results during an acute ED attendance, without establishing the patient’s stable baseline or investigating the underlying cause. Making sense of the troponin delta. Absolute changes, percentage changes, the starting concentration, time from symptom onset and the interval between samples all influence interpretation. Rick explains why there is no single delta that works for every patient, and why sampling intervals must match the evidence supporting the thresholds being used. STEMI, NSTEMI and occlusive MI. The traditional terminology remains, but the definition recognises important ECG patterns beyond conventional ST elevation. Rick discusses the place of posterior MI, de Winter T waves, Wellens syndrome, the Aslanger pattern and Sgarbossa criteria within this evolving approach. The episode also considers the practical consequences of these changes. More investigation brings additional resource demands, and Rick highlights the uncertainty about whether a more extensive assessment of chronic myocardial injury will improve patient outcomes. More from the accompanying blog Professor Nick Mills, first author of the new definition, adds an important clarification: a working clinical diagnosis can guide initial treatment. Imaging helps identify the cause and improve diagnostic certainty, but unavailable or inappropriate angiography does not prevent a clinical diagnosis. In secondary MI, managing the presenting illness remains the immediate priority. Rick also notes that HEART, T-MACS, EDACS and MI-3 are not addressed in the document. He interprets this as being outside its scope, rather than a change to their use. The post includes Rick’s video presentation and details of ADOPT-UDMI, an education, evaluation and research programme inviting clinicians from all specialties to help put the new classification into practice. Read the full post: The Fifth Universal Definition of Myocardial Infarction: What Emergency Clinicians Need to Know Learning from podcasts? If podcasts form part of your CPD, MedPod Learn brings together St Emlyn’s and other medical podcasts. Browsing and listening are free. Premium adds listening-time tracking, MCQs, structured reflection prompts and an exportable learning record for CPD and appraisal, with globally adjusted pricing.

  2. 6d ago

    Ep 296 - Trauma, Systems Thinking and High-Risk PE (April 2026 Round Up)

    Iain Beardsell and Simon Carley return for the April 2026 St Emlyn’s podcast update, talking through another busy month of posts from the St Emlyn’s team and guest authors. This month brings trauma, systems thinking, public health and pulmonary embolism, with plenty of practical ideas to take back to your next shift. Iain and Simon start with three more of Simon’s Trauma Team Leader Tips. The first looks at external haemorrhage control. Tourniquets save lives, but they are not the answer to every bleeding wound. Simon describes a practical escalation from accurate direct pressure, through additional dressings and indirect pressure, to haemostatic agents and tourniquets when they are genuinely needed. The wider lesson applies well beyond major trauma: expose the wound, find where the blood is coming from and apply effective pressure. They then discuss Simon’s post on chest drains before CT. A pneumothorax or haemothorax does not automatically mean that a stable trauma patient needs a drain before leaving resus. The important question is whether the intervention is needed immediately, or whether putting in a chest drain will simply delay the CT that defines the patient’s injuries. As ever, physiology matters more than reflex protocols. Simon’s final Trauma Team Leader Tip is deceptively simple: put major trauma patients straight onto a portable monitor. Most major trauma patients will soon be leaving resus for CT, theatre or another clinical area. Preparing for that move from the moment they arrive can remove avoidable delays. Portable monitoring, oxygen, transfer equipment and a consistent transfer checklist all help maintain momentum. Iain and Simon then turn to two posts from Stefan about some familiar emergency department problems. The first considers how we explain ED crowding to colleagues who do not work in our environment. Stefan introduces the idea of a “cognitive bridge”: using an anchor, span and landing point to translate an emergency medicine problem into something meaningful to the person you are speaking to. The second tackles the perennial question of how many patients an emergency clinician should see per hour. The discussion moves away from simply measuring individual productivity and towards the systems in which people work. Crowding, poor IT, interruptions, inadequate space and dysfunctional processes all affect what clinicians can achieve. Before blaming the individual, look at the system around them. That theme continues with a guest post from Australian critical care nurse and educator Jesse Spurr. Jesse asks why healthcare so often responds to problems by adding yet another piece of mandatory training. His argument is that many failures are fundamentally system problems. Retraining one person, or thousands of staff, will not fix a badly designed system. Next, Iain and Simon discuss Greg Yates’ appraisal of the evidence for smoking cessation interventions in the emergency department. The important distinction is between simply advising someone to stop smoking and offering a structured intervention that includes nicotine replacement. The evidence reviewed in the post suggests the latter is considerably more useful. The ED also sees groups who may have relatively little contact with other healthcare services, creating opportunities for worthwhile public health interventions when they are properly designed and resourced. Finally, they look at Dan Horner’s post on one of the more difficult areas of pulmonary embolism management. What should we do with the patient who is not peri-arrest, but has evidence of right heart strain and physiological compromise? Dan reviews the HI-PEITHO trial, which examined ultrasound-facilitated catheter-directed thrombolysis in higher-risk PE. Iain and Simon discuss what the results might add to decision-making in this difficult intermediate group and the potential role of multidisciplinary PE response teams. There are plenty of practical messages from this month’s posts: Control external bleeding thoughtfully rather than automatically reaching for a tourniquet. Do not let an unnecessary procedure delay definitive trauma imaging. Prepare trauma patients for transfer from the moment they arrive. When performance is poor, examine the system as well as the individual. Think carefully before responding to every healthcare problem with more mandatory training. Public health interventions in the ED need proper systems behind them. High-risk pulmonary embolism remains an area where physiology, evidence and multidisciplinary judgement all matter. If you enjoy St Emlyn’s and have an idea you would like to share, we would love to hear from you. Writing a St Emlyn’s blog post is a practical way to develop your critical appraisal and medical writing skills, contribute to the wider emergency medicine community and add something meaningful to your training or CPD portfolio. You do not need to arrive with a finished article. We are very happy to help you develop an idea and work through the writing process. And if podcasts are part of your learning, MedPod Learn can help you make more of the time you spend listening. You can use MedPod Learn to listen to medical podcasts, capture what you have learned, test yourself with clinical questions and build a record of your podcast learning for reflection, CPD and appraisal. Thanks for listening to the St Emlyn’s Podcast. Subscribe wherever you get your podcasts, and we’ll be back with the May update soon.

  3. Jul 11

    Ep 294 - Experts Are Made, Not Born: Sara Crager on Mental Models and Rapid Sequence

    What does it really mean to become an expert in resuscitation and critical care? It is tempting to think that expertise comes from accumulating enough facts, passing enough exams or simply spending 10,000 hours at work. In this episode, Iain Beardsell is joined by emergency physician, intensivist and medical educator Sara Crager to explore why expertise is less about how much we know and more about how we think. Sara explains how experts develop high-quality mental models that allow them to organise information, recognise patterns and approach difficult clinical problems. Crucially, these mental models do not have to remain hidden inside the heads of experienced clinicians: they can be identified, explained and deliberately taught. The conversation moves from the limitations of mnemonics and assessment-driven education to the value of deliberate practice, feedback and safe failure. Sara describes how an expert might organise the differential diagnosis of cardiac arrest into respiratory, haemodynamic and metabolic problems, rather than relying solely on a memorised list of Hs and Ts. Iain and Sara then discuss Rapid Sequence, the gamified clinical-learning platform Sara created with emergency physician Ryan Ernst. Learners work through realistic cases in a simulated clinical environment, managing several patients while dealing with interruptions, competing priorities and the consequences of their decisions. After each block, Sara and Ryan deconstruct the cases, make their clinical reasoning explicit and introduce mental models that learners can immediately apply when they try again. It is a cycle of practice, failure, teaching and repetition—without putting a real patient at risk. They also explore why attention, storytelling and visual design matter in medical education; how “multitasking” may be better understood as rapid task switching; and what Sara has learned from turning an educational passion project into a working product. In this episode Why expertise is about cognitive strategies and mental models—not simply knowledge Why experts are made rather than born The limitations of the “10,000-hour rule” How deliberate practice differs from repetition When learners are ready to be taught expert ways of thinking Foundational knowledge versus clinically useful organisation Moving beyond mnemonics such as the Hs and Ts How experts can make their implicit reasoning explicit Why acquiring a new mental model can produce a sudden leap in performance The importance of inspiration—and giving learners an achievable pathway How Rapid Sequence creates a safe place to make mistakes Managing several patients, interruptions and cognitive load Teaching shock, respiratory failure and acid–base physiology Why engaging design is part of the educational method The role of games alongside podcasts, lectures and clinical experience Reframing multitasking as rapid task switching The “pause and bookmark” technique for managing interruptions The realities of building an independent medical-education project Why partnership, persistence and a genuine belief in the project matter Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.

  4. Jun 27

    Ep 293 - Making Feedback Sticky, TTL Tips and more (February 2026 round up)

    In this episode of the St Emlyn’s Podcast, Iain Beardsell and Simon Carley catch up on the February blog posts, recorded in the rather unseasonal context of a UK heatwave. They begin with congratulations to Simon on his reappointment as Dean of the Royal College of Emergency Medicine, before reflecting on recent conferences including IFEM in Hamburg and Don’t Forget The Bubbles in Glasgow. The clinical focus this month is trauma team leadership, with practical tips on interpreting trauma CT reports, maintaining momentum after the scan, performing safer log rolls, and making feedback more useful for learners and colleagues. Key learning points Look at trauma CT images yourself as part of your own clinical learning and to integrate the scan with your examination findings. Treat the first CT report as a primary survey, not necessarily a definitive final report. Speak to the radiologist and share clinical concerns or uncertainties. Do not lose momentum after CT; this is a vulnerable phase in trauma care. Log rolls should have a purpose and should minimise movement, pain and physiological risk. Use clearer team communication: “Is anybody not ready to move?” and “ready, steady, move.” Feedback sticks when it is specific. Add “because” to positive feedback so the learner knows exactly what to repeat. Leadership and followership skills apply everywhere, not just in formal trauma team leader roles. Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.

  5. Jun 17

    Ep 292 - Leadership, Culture and Psychological Safety in Pre-Hospital Care with Anna Dobbie at Trauma 2030

    In this episode of the St Emlyn’s Podcast, Iain Beardsell speaks with Anna Dobbie, consultant in emergency medicine and pre-hospital care, and Clinical Lead for London HEMS. Recorded at Trauma 2030 at the Royal College of Surgeons in London, the conversation explores what it means to lead exceptional teams in one of the most high-pressure areas of emergency medicine. Anna reflects on six years as Clinical Lead for London HEMS, sharing lessons on leadership, culture, psychological safety, difficult conversations, managing strong personalities, and supporting clinicians to do their best work. The discussion also touches on the unique nature of pre-hospital care, where teams move rapidly between downtime and high-intensity clinical decision-making, and where trust, openness and mutual respect are essential. Anna describes the importance of making sure all voices are heard, not just the loudest, and explains why leaders need to be consistent, approachable and willing to have honest conversations when things do not go as well as they should. Anna also reflects on learning leadership on the job, the value of formal leadership training, the challenge of maintaining boundaries when you care deeply about a service, and the relationship between London’s Air Ambulance and its supporting charity. Finally, Iain and Anna look ahead to the future of trauma care and pre-hospital medicine, including research, ECMO, marginal gains, quality improvement, and the continuing ambition to reduce preventable deaths from trauma. Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing. Trauma 2030 TRAUMA 2030 united experts and innovators to shape the future of trauma care. Over two days, it explored breakthroughs in science, systems, and frontline practice, fostering collaboration across disciplines. The symposium aimed to inspire research, inform policy, and build a bold roadmap for trauma care worldwide.

  6. Apr 17

    Ep 291 - January 2026 Round-Up: RSI Trial, Trauma Leadership, and the Reality of Corridor Care

    In this episode, Iain and Simon catch up on the papers, posts, and conversations that have been sitting with us since the start of the year. Some are familiar. Some are uncomfortable. All of them feel relevant on shift. We start with the RSI trial — ketamine versus etomidate. A study that generated a lot of noise, and perhaps more certainty than it deserved. We move through trauma team leadership. Not as a checklist, but as a set of decisions made under pressure — when to call a Code Red, how to structure a handover, and what it means to lead a team that hasn’t worked together before. There’s a discussion about trauma units. Not the big centres. The places where most patients go. Fewer resources. Different pressures. The same expectations. We talk about spinal cord injury and blood pressure targets. Numbers are useful. But they’re still just numbers. And then corridor care. Not a new problem. But one we may have started to accept in ways that should make us uneasy. We discuss: • What the RSI trial actually showed — and what it didn’t • Why secondary outcomes should make you pause, not pivot practice • How and when to activate a massive haemorrhage protocol • Why early senior decision-making matters more than perfect diagnosis • What good trauma handover looks like — and why it often doesn’t happen • How trauma teams function differently in trauma units • The limits of blood pressure targets in spinal cord injury • Why corridor care is not just operational — but ethical This is not a guideline episode. It’s a conversation about practice. About judgement. About the small decisions that shape outcomes long before the data catches up. If you’re listening after a shift, you’ll recognise most of it. If podcasts are part of how you learn, you can log your listening, reflect, and build CPD through MedPod Learn. It works across podcasts, not just this one. As always, thanks for listening. these ideas are tested in practice. Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.

  7. Apr 11

    Ep 290 - Shock with Rich Carden at Trauma 2030

    Shock is one of the most used words in emergency medicine. It’s also one of the most misunderstood. In this episode, recorded at Trauma 2030 at the Royal College of Surgeons, I sit down with one of St Emlyn's own, Rich Carden — former emergency physician, now intensive care trainee and PhD graduate in trauma sciences — to explore what shock actually means beyond the blood pressure reading. We discuss: • Why shock is fundamentally about oxygen delivery and utilisation at a cellular level • The difference between pressure and perfusion • The concept of the “dose” of shock — magnitude and duration • Why haemorrhage may only be the first phase • How trauma patients transition between haemorrhagic, inflammatory, vasoplegic and septic states • The glycocalyx — and why losing it matters • The risks of early vasopressors in an empty system • Why doing the basics exceptionally well remains our best intervention This is not a protocol episode. It’s a physiology conversation. A systems conversation. A reminder that restoring a number is not the same as restoring oxygen to mitochondria. If you’re interested in pre-hospital and trauma systems thinking, do take a look at Tactical Trauma — spaces where these ideas are tested in practice. Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn’s — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing. Trauma 2030 TRAUMA 2030 united experts and innovators to shape the future of trauma care. Over two days, it explored breakthroughs in science, systems, and frontline practice, fostering collaboration across disciplines. The symposium aimed to inspire research, inform policy, and build a bold roadmap for trauma care worldwide. As always, thanks for listening.

Ratings & Reviews

4.7
out of 5
11 Ratings

About

A UK based Emergency Medicine podcast for anyone who works in emergency care. The St Emlyn ’s team are all passionate educators and clinicians who strive to bring you the best evidence based education. Our four pillars of learning are evidence-based medicine, clinical excellence, personal development and the philosophical overview of emergency care. We have a strong academic faculty and reputation for high quality education presented through multimedia platforms and articles. St Emlyn’s is a name given to a fictionalised emergency care system. This online clinical space is designed to allow clinical care to be discussed without compromising the safety or confidentiality of patients or clinicians.