Curriculum

Management of Poisoned Patients: Implementing a Blended Toxicology Curriculum for Emergency Medicine Residents

Madeline Dwyer, MD*, Megan Stobart-Gallagher, DO*, Jared Kilpatrick, MD* and Alanna O’Connell, DO^

DOI: https://doi.org/10.21980/J8C937 Issue 7:2 No ratings yet.
The goal of this curriculum is to introduce EM residents to core toxicology concepts and to reinforce toxicology principles through a multimodal approach that leads to increased confidence in the management of poisoned patients on shift.
CurriculumToxicology

Implementation of a Medical Education Rotation for Senior Emergency Medicine Residents

Deena Ibrahim Bengiamin, MD*, Lizveth Fierro, MD*, Molly Estes, MD*, Michael Kiemeney, MD* and Timothy Patrick Young, MD*

DOI: https://doi.org/10.21980/J8BH17 Issue 6:3 No ratings yet.
Our objectives were to provide our senior residents with exposure to various aspects of the field of MedEd, to further develop their teaching skills and to encourage them to consider a career in academic emergency medicine.
AdministrationCurriculum

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Pulmonary Emergencies

Lauren D Branditz, MD*, Andrew King, MD*, Colin Kaide, MD*, Jennifer Mitzman, MD*^, Benjamin Ostro, MD*, Daniel R Martin, MD, MBA*, Nicholas Kman, MD*, David Bahner, MD*, Howard Werman, MD*, Tatiana Thema, MD* and Michael Barrie, MD*

DOI: https://doi.org/10.21980/J8F646Issue 4:4 No ratings yet.
The educational strategies used in this curriculum include small group case-based modules authored by education faculty and content experts based on the core emergency medicine content outlined in the ABEM Model EM curriculum. The Socratic method, used during small group sessions, encourages active participation; small groups also focus on the synthesis and application of knowledge through the discussion of clinical experiences. The use of free open access medical education (FOAM) resources allows learners to work at their own pace and maximize autonomy. Learners are encouraged to use such resources for preparation prior to small group sessions, and also to review and help solidify important points after the conclusion of in-person discussions.
CurriculumRespiratory

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Neurologic Emergencies Small Group Module

Cynthia G Leung, MD, PhD*, Michael G Barrie, MD*, Jillian McGrath, MD*, Andrew King, MD*, Daniel Bachmann, MD*, Colin Kaide, MD*, Alan Chu, MD*  and Matthew Malone, MD*

DOI: https://doi.org/10.21980/J89H0JIssue 4:4 No ratings yet.
We aim to teach the presentation and management of cardiovascular emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculumNeurology

Resuscitation Rotation: A Novel Emergency Medicine Rotation to Augment Resuscitative Training

Michael J Burla, DO*^, Kelly N Sawyer, MD†, MSc, Robert A Swor, DO*^ and David A Berger, MD*^

DOI: https://doi.org/10.21980/J85P9FIssue 4:4 No ratings yet.
Our goal is to augment resuscitative education in the ED in order to improve resident skill, confidence, and knowledge of resuscitative treatments.
Curriculum

A Simulation-Based Course for Prehospital Providers in a Developing Emergency Medical Response System

Adeola Adekunbi Kosoko, MD*, Nicolaus W Glomb, MD^, Sharmistha Saha, MD‡, Marideth C Rus, MD‡, Manish I Shah, MD‡, Cafen Galapi, RN**, Bushe Laba, EMT-P** and Cara B Doughty, MD*

DOI: https://doi.org/10.21980/J82053Issue 4:4 No ratings yet.
This curriculum presents a refresher course in recognizing and stabilizing an acutely ill patient for prehospital providers practicing in a low/middle-income developing EMS system.
CurriculumEMSSimulation

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Infectious Disease and Immunology

Benjamin Ostro, MD*, Andrew King, MD*, Laura Branditz, MD*, Daniel R Martin, MD, MBA*, Daniel Bachmann, MD*, Ashish Panchal, MD, PhD* and Michael Barrie, MD*

DOI: https://doi.org/10.21980/J8DD1T Issue 4:3 No ratings yet.
We aim to teach the presentation and management of infectious disease and immunological emergencies through the creation of a flipped classroom design. The topics include sepsis, sexually transmitted infections (STIs), tropical diseases, angioedema and anaphylaxis, transplant-related emergencies, and collagen vascular diseases. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. The goal of our curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculumInfectious Disease

Intern Preparedness Curriculum: A comprehensive curriculum to prepare emergency medicine interns for residency

Sara Krzyzaniak, MD* and Nur-Ain Nadir, MD, MHPE*

DOI: https://doi.org/10.21980/J8C04H Issue 3:4 No ratings yet.
The primary goal of this curriculum is to teach EM interns critical thinking; clinical decision making; and presentation, communication, documentation and procedural skills. The secondary goal is to identify interns who might not be performing at the expected level for potential early intervention. In addition, we wanted to ensure that all interns have achieved Level 1 milestones in the patient care, systems-based practices, and interpersonal and communication competencies.
CurriculumMiscellaneous (stats, etc)

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Endocrine and Metabolic Emergencies Small Group Module

Geremiah G Emerson, MD*, Andrew King, MD*, Margaret Krebs, MD*, Diane Gorgas, MD*, Sandra P Spencer, MD^ and Michael G Barrie, MD*

DOI: https://doi.org/10.21980/J8792MIssue 3:4 No ratings yet.
We aim to teach the presentation and management of endocrine emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
CurriculumEndocrine

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Cardiovascular Emergencies Small Group Module

Michael Barrie, MD*, Erin Wenzel, MD*, Colin Kaide, MD*, Daniel Bachmann, MD*, Daniel Martin, MD, MBA*, Jennifer Mitzman MD*^, Benjamin Ostro, MD*, Beth Bubolz, MD^, Kristin Stukus, MD^, Farhad Aziz, MD*, Cynthia Leung, MD*, Howard Werman, MD*, Alyssa Tyransky* and Andrew King, MD*

DOI: https://doi.org/10.21980/J8X334 Issue 3:3 No ratings yet.
We aim to teach the presentation and management of cardiovascular emergencies through the creation of a flipped classroom design. This unique, innovative curriculum utilizes resources chosen by education faculty and resident learners, study questions, real-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents.
Cardiology/VascularCurriculum