Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity

Introduction It is important to deliver acid-base balance concepts in the context of multiple physiological systems and metabolic processes that influence acid-base homeostasis. This activity combines the interactions of the respiratory, gastrointestinal, and renal systems in conjunction with basic...

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Autores principales:	Renée J. LeClair, Andrew P. Binks
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Workshop Metabolism Acid Base Arteriole Bicarbonate Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/97aa011c0edd4837a2bdb47a72e0855e
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spelling	oai:doaj.org-article:97aa011c0edd4837a2bdb47a72e0855e2021-11-22T13:39:18ZIntegrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity10.15766/mep_2374-8265.107932374-8265https://doaj.org/article/97aa011c0edd4837a2bdb47a72e0855e2019-01-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10793https://doaj.org/toc/2374-8265Introduction It is important to deliver acid-base balance concepts in the context of multiple physiological systems and metabolic processes that influence acid-base homeostasis. This activity combines the interactions of the respiratory, gastrointestinal, and renal systems in conjunction with basic metabolism to generate an integrated activity for first-year medical students. Methods We developed four concise case scenarios around various presentations of acid-base disturbance along with five sets of arterial blood gases (ABGs) and five different metabolic lab panels. M1 students were given class time to match the three different types of data in order to address how the underlying biochemistry and physiology of a scenario translated into ABG and metabolic laboratory values. Results Although not statistically significant, the students’ performance on acid-base questions was marginally higher than on standardized National Board of Medical Examiners questions on other topics covered in the same exam, and the improvement over national average scores on the same questions increased. Student evaluation of the activity was positive, with general appreciation of its application and integration of concepts. Discussion The incorporation of this activity into the M1 year was positively received and enhanced integration of content related to acid-base balance. The activity is flexible and can be adapted to most any curricular structure, with the potential to include additional content depending on the level of the learner.Renée J. LeClairAndrew P. BinksAssociation of American Medical CollegesarticleWorkshopMetabolismAcidBaseArterioleBicarbonateMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Workshop Metabolism Acid Base Arteriole Bicarbonate Medicine (General) R5-920 Education L
spellingShingle	Workshop Metabolism Acid Base Arteriole Bicarbonate Medicine (General) R5-920 Education L Renée J. LeClair Andrew P. Binks Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
description	Introduction It is important to deliver acid-base balance concepts in the context of multiple physiological systems and metabolic processes that influence acid-base homeostasis. This activity combines the interactions of the respiratory, gastrointestinal, and renal systems in conjunction with basic metabolism to generate an integrated activity for first-year medical students. Methods We developed four concise case scenarios around various presentations of acid-base disturbance along with five sets of arterial blood gases (ABGs) and five different metabolic lab panels. M1 students were given class time to match the three different types of data in order to address how the underlying biochemistry and physiology of a scenario translated into ABG and metabolic laboratory values. Results Although not statistically significant, the students’ performance on acid-base questions was marginally higher than on standardized National Board of Medical Examiners questions on other topics covered in the same exam, and the improvement over national average scores on the same questions increased. Student evaluation of the activity was positive, with general appreciation of its application and integration of concepts. Discussion The incorporation of this activity into the M1 year was positively received and enhanced integration of content related to acid-base balance. The activity is flexible and can be adapted to most any curricular structure, with the potential to include additional content depending on the level of the learner.
format	article
author	Renée J. LeClair Andrew P. Binks
author_facet	Renée J. LeClair Andrew P. Binks
author_sort	Renée J. LeClair
title	Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
title_short	Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
title_full	Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
title_fullStr	Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
title_full_unstemmed	Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity
title_sort	integrating acid-base and metabolic lab panels across systems in an m1 classroom activity
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/97aa011c0edd4837a2bdb47a72e0855e
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Integrating Acid-Base and Metabolic Lab Panels Across Systems in an M1 Classroom Activity

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