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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

Emergency Medicine Curriculum Utilizing the Flipped Classroom Method: Environmental Emergencies

Daniel Bachmann, MD*, Sarah Gartner, BS^, Andrew King, MD*, Nicholas Kman, MD*, Mary Jo A Bowman, MD† and Michael Barrie, MD*

DOI: https://doi.org/10.21980/J8TP8Z Issue 4:2[mrp_rating_result]
Through a flipped classroom design, we aim to teach the presentation and management of environmental emergencies, specifically cold related illness, heat related illness, undersea medicine, high altitude medicine, submersion, electrocution, radiation injury, and envenomation. 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.
WildernessCurricula

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

Michael G Barrie, MD*, Chad L Mayer, MD*, Colin Kaide, MD*, Emily Kauffman, DO*, Jennifer Mitzman, MD*, Matthew Malone, MD*, Daniel Bachmann, MD*, Ashish Panchal, MD*, Howard Werman, MD*, Benjamin Ostro, MD* and Andrew King, MD*

DOI: https://doi.org/10.21980/J8VW56Issue 4:1[mrp_rating_result]
We aim to teach the presentation and management of psychiatric 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.
Hematology/OncologyCurricula

A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine Residents

Rachel Thorpe, MD*, Renee H Connolly, PhD^ and Christopher Gainey, MD*

DOI: https://doi.org/10.21980/J8R33KIssue 4:1[mrp_rating_result]
This educational intervention was developed to provide physician learners a safe learning environment to practice critical leadership skills, including overcoming team member limitations, navigating power struggles, addressing team morale, and managing disruptive team members.
Miscellaneous (stats, etc)CurriculaSimulation

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

An OSCE Evaluation Tool for the Assessment of Emergency Medicine Resident Progression Performance of ACGME Patient Case and Interpersonal Communication Milestones

Miriam Kulkarni, MD*, Tiffany Murano, MD*, Harsh Sule, MD^, Jill Ripper, MD^ and Gregory Suglaski, MD^

DOI: https://doi.org/10.21980/J8J63RIssue 3:1[mrp_rating_result]
Our goal was to create a standardized OSCE based formative assessment tool that could be deployed with minimal resource utilization. The purpose of our tool is to provide data regarding Emergency Medicine Residents’ performance in ACGME patient care milestones as they progress longitudinally through their residency.
CurriculaMiscellaneous (stats, etc)