CURRICULUM 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* *The Ohio State University Wexner Medical Center, Department of Emergency Medicine, Columbus, OH Correspondence should be addressed to Andrew King, MD, FACEP at
[email protected], Twitter: @akingermd Submitted: August 6, 2018; Accepted: November 21, 2018; Electronically Published: January 15, 2019; https://doi.org/10.21980/J8VW56 Copyright: © 2019 Barrie, et al. This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/ ABSTRACT: Audience: This curriculum, created and implemented at The Ohio State University Wexner Medical Center, was designed to educate our emergency medicine (EM) residents, intern to senior resident level, as well as medical students and attending physicians. Introduction: Disorders of the hematologic system represent a wide spectrum of disease, including bleeding disorders, coagulopathies, blood cell disorders, and oncology related disorders. Hematologic related problems often complicate other disease processes, including malignancy. The number of patients diagnosed with malignancy is increasing due to many factors, including, but not limited to, an aging population and the increased ability for early detection.1 Patients with oncologic conditions can present in a variety of ways with a variety of complications,2 and understanding the steps in diagnosis and management are important components of any emergency physician’s training.