Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students

Introduction The clinical importance, prevalence, and multiple etiologies of tissue edema make it a critical part of medical education. Given the multiple physiological parameters that must be simultaneously considered to determine fluid movement, it is important that a deeper understanding of the m...

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Autores principales:	Brian William Connor, Helena Carvalho
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Microcirculation Active Learning Edema Fluid Movement Hydrostatic Pressure Colloid Osmotic Pressure Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/3e517447c0804b9aa4371376c5cc8fe0
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spelling	oai:doaj.org-article:3e517447c0804b9aa4371376c5cc8fe02021-11-22T13:56:17ZUsing Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students10.15766/mep_2374-8265.108422374-8265https://doaj.org/article/3e517447c0804b9aa4371376c5cc8fe02019-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10842https://doaj.org/toc/2374-8265Introduction The clinical importance, prevalence, and multiple etiologies of tissue edema make it a critical part of medical education. Given the multiple physiological parameters that must be simultaneously considered to determine fluid movement, it is important that a deeper understanding of the microcirculation and fluid shifts is achieved in preclinical education. Methods We describe an innovative teaching methodology using dramatization to interactively teach Starling forces to first-year medical students. Prior to the dramatization, students were given an introduction to Starling forces. They also completed a brief knowledge quiz on the topic before and after the activity. The classroom walls were marked with signs representing the intravascular space, extravascular or interstitium, and lymphatics compartments. Students were invited to act out or mimic the fluid shifts within capillaries as the values for hydrostatic and colloid osmotic pressures for the intravascular and interstitial spaces were presented. The goal was for each student to decide which compartment he/she would move to as fluid according to Starling force values and/or clinical scenarios. Results A significant improvement between pre- and postactivity quiz performance (45.4% ± 25.1% and 77.5% ± 14.1%, respectively) was observed (n = 26, p < .001, t test). In a postactivity survey, 85% of students reported the activity to be an effective way of learning. Discussion Our data indicate that this dramatization approach is effective in complementing passive learning in traditional lectures. Furthermore, this type of dynamic activity brings joy to the classroom and breaks the monotony of lecturing.Brian William ConnorHelena CarvalhoAssociation of American Medical CollegesarticleMicrocirculationActive LearningEdemaFluid MovementHydrostatic PressureColloid Osmotic PressureMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Microcirculation Active Learning Edema Fluid Movement Hydrostatic Pressure Colloid Osmotic Pressure Medicine (General) R5-920 Education L
spellingShingle	Microcirculation Active Learning Edema Fluid Movement Hydrostatic Pressure Colloid Osmotic Pressure Medicine (General) R5-920 Education L Brian William Connor Helena Carvalho Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
description	Introduction The clinical importance, prevalence, and multiple etiologies of tissue edema make it a critical part of medical education. Given the multiple physiological parameters that must be simultaneously considered to determine fluid movement, it is important that a deeper understanding of the microcirculation and fluid shifts is achieved in preclinical education. Methods We describe an innovative teaching methodology using dramatization to interactively teach Starling forces to first-year medical students. Prior to the dramatization, students were given an introduction to Starling forces. They also completed a brief knowledge quiz on the topic before and after the activity. The classroom walls were marked with signs representing the intravascular space, extravascular or interstitium, and lymphatics compartments. Students were invited to act out or mimic the fluid shifts within capillaries as the values for hydrostatic and colloid osmotic pressures for the intravascular and interstitial spaces were presented. The goal was for each student to decide which compartment he/she would move to as fluid according to Starling force values and/or clinical scenarios. Results A significant improvement between pre- and postactivity quiz performance (45.4% ± 25.1% and 77.5% ± 14.1%, respectively) was observed (n = 26, p < .001, t test). In a postactivity survey, 85% of students reported the activity to be an effective way of learning. Discussion Our data indicate that this dramatization approach is effective in complementing passive learning in traditional lectures. Furthermore, this type of dynamic activity brings joy to the classroom and breaks the monotony of lecturing.
format	article
author	Brian William Connor Helena Carvalho
author_facet	Brian William Connor Helena Carvalho
author_sort	Brian William Connor
title	Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
title_short	Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
title_full	Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
title_fullStr	Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
title_full_unstemmed	Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students
title_sort	using dramatization to teach starling forces in the microcirculation to first-year medical students
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/3e517447c0804b9aa4371376c5cc8fe0
work_keys_str_mv	AT brianwilliamconnor usingdramatizationtoteachstarlingforcesinthemicrocirculationtofirstyearmedicalstudents AT helenacarvalho usingdramatizationtoteachstarlingforcesinthemicrocirculationtofirstyearmedicalstudents
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Using Dramatization to Teach Starling Forces in the Microcirculation to First-Year Medical Students

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