Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
Introduction Thrombotic microangiopathy (TMA) syndromes are a diverse group of disorders characterized by microangiopathic hemolytic anemia (intravascular hemolysis and presence of peripheral blood schistocytes) and thrombocytopenia. Prompt diagnosis is crucial to inform management and improve patie...
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| Formato: | article |
| Lenguaje: | EN |
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Association of American Medical Colleges
2017
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/b6ffa3c104d7426183284f38abc14429 |
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| Sumario: | Introduction Thrombotic microangiopathy (TMA) syndromes are a diverse group of disorders characterized by microangiopathic hemolytic anemia (intravascular hemolysis and presence of peripheral blood schistocytes) and thrombocytopenia. Prompt diagnosis is crucial to inform management and improve patient outcome. Clinical and laboratory manifestations of these various disorders overlap, making diagnosis difficult. My colleagues and I developed a team-based learning (TBL) module for second-year medical students in their hematology course block. Methods Students attend a 1-hour lecture on hemolytic anemia in their standard course curriculum and are given two articles to read outside of class in preparation for the TBL. Total out-of-class preparatory time is 30 minutes. The TBL runs for 1 hour, and students participate in groups of eight. Materials associated with this TBL include the lecture on hemolytic anemia, individual and group readiness assurance test questions, and application exercises. Explanations for all answers are provided for instructors. Results Surveys indicated students enjoyed the TBL and felt that after participation, their ability to diagnose a TMA was improved. They felt that the number of questions in the session was appropriate to time allowed and that the preparatory articles provided a sufficient level of understanding to participate in the TBL. Some commented they would have liked more time to complete the application exercises, so instructors could consider increasing the allotted time to 1.5 hours. Discussion Based on the success of this TBL, we plan to develop additional modules for the course and investigate other measures of academic success after implementation. |
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