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Active learning for fellows: The hematopathology “unknown case”
Author(s) -
AzizBose Rahela,
Wertheim Gerald,
Kersun Leslie
Publication year - 2021
Publication title -
pediatric blood and cancer
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.116
H-Index - 105
eISSN - 1545-5017
pISSN - 1545-5009
DOI - 10.1002/pbc.28895
Subject(s) - hematopathology , parallels , medicine , curriculum , set (abstract data type) , medical education , psychology , pedagogy , computer science , mechanical engineering , biochemistry , chemistry , cytogenetics , engineering , chromosome , gene , programming language
The pediatric hematology/oncology fellowship program at the Children's Hospital of Philadelphia set out to create a case‐based learning curriculum for common hematologic malignancies that would apply principles of adult learning theory and improve fellows’ retention of information in a supportive, goal‐oriented learning environment. A framework we employed in developing this curriculum is that of “flow theory,” which parallels many of the tenets of adult learning theory. After implementing this curriculum, which we call “the unknown case,” the percentage of fellows correctly identifying a common hematopathologic diagnosis improved from 50% to 85%.