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CAEP Position Statement/Dé Claration de L'ACMU INTRODUCTION The Canadian Triage and Acuity Scale (CTAS) was introduced in 19991after studying the successful National Triage Scale (NTS) from Australia.2The Canadian Association of Emergency Physicians (CAEP), National Emergency Nurses Association (NENA), l'Association des médecins d'urgence du Québec (AMUQ), and the Society of Rural Physicians of Canada (SRPC) formed the CTAS National Working Group to promote its use in Canada. Recognizing that children from neonate to adolescent were not adequately differentiated based on an adult centric triage tool the Canadian Paediatric Society (CPS) approached the CTAS NWG and in collaboration published the Canadian Paediatric Triage and Acuity Scale in 2001.3In 2003 the Canadian Emergency Department Information System (CEDIS) National Working Group published a standardized national ED presenting complaint list which offered an inviting framework for CTAS to build on.4In 2004 adult CTAS was reformulated, using the 17 CEDIS complaint groups and the 165 complaints, primary or 1storder modifiers were defined based on vital signs, pain, and mechanism of injury, to help nurses assign an appropriate triage score.5To further refine the appropriate prioritization, special or 2ndorder modifiers were identified for certain complaints or groups of complaints where the 1storder modifiers were inadequate. In 2008 there was a collective review of and update of the CEDIS complaint list, Adult CTAS and Paediatric CTAS to align them in terms of timing and of structural congruence by adding paediatric definitions and 2ndorder modifiers, and a few paediatric specific CEDIS complaints.6-8As noted previously the structure for CTAS based on...

Dr. David Lewis, Department of Emergency Medicine, 400 University Ave., Saint John Regional Hospital, Saint John, NB E2L 4L4 ; Email: david.lewis@dal.ca EXECUTIVE SUMMARY INTRODUCTION The Canadian Association of Emergency Physicians (CAEP) recognizes the role of point-of-care ultrasound (POCUS) as a valuable adjunct to the delivery of excellent emergency care. A summative assessment of knowledge (including clinical integration and comprehension assessments) and an image generation assessment that includes an observed practical exam Training for invasive POCUS applications, for example, transvaginal, transesophageal echocardiography, and procedural POCUS, may require a greater reliance on simulation. A growing number of Canadian medical schools have incorporated POCUS into their undergraduate medical education.18 There is evidence that this can enhance student knowledge and learning of traditional examination skills and also increase student satisfaction.19 Emergency physicians are well placed and encouraged to facilitate and provide leadership in these programs. Programs should have a clear policy for infection control, that includes machine hygiene (including keyboard, controls, screen, and cart) and the transducers.21–26 Pediatric emergency POCUS Pediatric emergency medicine (PEM) has embraced the potential of POCUS to improve care for their patients.27 Recommended core POCUS competencies for PEM physicians include eFAST, Focused Cardiac, Thoracic, IUP, Soft Tissue, and Vascular Access.