Small Group Learning

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

Andrew King, MD, FACEP^*, Elizabeth Matheson^{^}, BS, Christopher San Miguel, MD^*, Sarah Greenberger, MD^*, Michael Barrie, MD^*, Jillian McGrath, MD^*, Howard Werman, MD^*, Ashish Panchal, MD^*, Daniel Martin, MD^*, David P Bahner, MD^*, Sorabh Khandelwal, MD^* and Jennifer Mitzman, MD^*

DOI: https://doi.org/10.21980/J8MS37 Issue 2:1[mrp_rating_result]

We aim to teach the presentation and management of GI 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.

Approach to Acute Headache: A Flipped Classroom Module for Emergency Medicine Trainees

Jeff Riddell, MD^*, Stacy Sawtelle, MD^{^}, Paul Jhun, MD^‡, James Comes, MD^{^}, Ramin Tabatabai, MD^~, Daniel Joseph, MD^~, Jan Shoenberger, MD^~, Esther Chen, MD^‡, Christopher Fee, MD^‡, and Stuart Swadron, MD^~

DOI: https://doi.org/10.21980/J8WC73Issue 1:1[mrp_rating_result]

At the end of this module, the learner will be able to: 1) list the diagnoses critical to the emergency physician that may present with headache; 2) identify key historical and examination findings that help differentiate primary (benign) from secondary (serious) causes of headache; 3) discuss the indications for diagnostic imaging, lumbar puncture and laboratory testing in patients with headache; 4) recognize life-threatening diagnoses on CT imaging and CSF examination; 5) describe treatment strategies to relieve headache symptoms.

Neurology Small Group Learning