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Active learning for fellows: The hematopathology “unknown case”
  • Rahela Aziz-Bose,
  • Gerald Wertheim,
  • Leslie Kersun
Rahela Aziz-Bose
The Children's Hospital of Philadelphia
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Gerald Wertheim
Children's Hospital of Philadelphia
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Leslie Kersun
The Children's Hospital of Philadelphia
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Peer review status:IN REVISION

10 May 2020Assigned to Editor
10 May 2020Submission Checks Completed
10 May 2020Submitted to Pediatric Blood & Cancer
11 May 2020Reviewer(s) Assigned
29 May 2020Review(s) Completed, Editorial Evaluation Pending
30 May 2020Editorial Decision: Revise Major


Our pediatric hematology/oncology fellowship program 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 common hematopathologic diagnoses improved from 50% to 85%.