Curriculum

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[mrp_rating_result]
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.
NeurologyCurriculum

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[mrp_rating_result]
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[mrp_rating_result]
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.
EMSCurriculumSimulation

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[mrp_rating_result]
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.
Infectious DiseaseCurriculum

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[mrp_rating_result]
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.
Miscellaneous (stats, etc)Curriculum

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[mrp_rating_result]
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[mrp_rating_result]
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.
CurriculumCardiology/Vascular