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Related Experiment Video

Updated: Jul 23, 2025

Visualization of Microbiota in Tick Guts by Whole-mount In Situ Hybridization
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Visualization of Microbiota in Tick Guts by Whole-mount In Situ Hybridization

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Flipping Tickborne Illnesses with Infographics.

Daniel Johnson1, Annahieta Kalantari1

  • 1Penn State Health Milton S Hershey Medical Center, Department of Emergency Medicine, Hershey, PA.

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|July 19, 2023
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Summary
This summary is machine-generated.

This module effectively educated Emergency Medicine residents on tickborne illnesses using a flipped classroom approach. Participants demonstrated increased knowledge, with most correctly answering post-course test questions on zoonotic infections.

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Area of Science:

  • Medical Education
  • Infectious Diseases
  • Public Health

Background:

  • Tickborne illnesses are a critical differential diagnosis in Emergency Medicine due to high endemicity in the continental U.S.
  • These zoonotic infections present significant morbidity and mortality, often mimicking common conditions.
  • Understanding vectors and transmission is key for early clinical suspicion and effective treatment.

Purpose of the Study:

  • To assess the effectiveness of an interactive module in educating Emergency Medicine residents about tickborne illnesses.
  • To enable learners to identify causative agents, clinical features, and appropriate treatments for various tickborne diseases.
  • To evaluate learner knowledge acquisition and satisfaction with the educational methods employed.

Main Methods:

  • Utilized a flipped classroom model with independent pre-reading and active in-class learning.
  • Learners created infographics on tickborne illnesses, fostering collaborative knowledge sharing.
  • Assessed learning through pre- and post-tests and a Likert scale evaluation survey.

Main Results:

  • 72.7% of participants felt the session increased their knowledge of tickborne illnesses.
  • 59% of participants enjoyed the flipped classroom and infographic creation format.
  • 50% of participants missed zero post-course test questions, indicating successful knowledge retention.

Conclusions:

  • The module effectively met educational objectives, achieving positive Kirkpatrick Levels I and II evaluation.
  • The flipped classroom approach combined with infographic creation is an effective method for teaching tickborne illnesses.
  • Recommendations include providing software guidance in advance to enhance the learning experience.