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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Autor principal:	Martina Murphy
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2017
Materias:	Team-Based Learning Anemia Hematology Thrombocytopenia Hemolytic Anemia Thrombotic Microangiopathies Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/b6ffa3c104d7426183284f38abc14429
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spelling	oai:doaj.org-article:b6ffa3c104d7426183284f38abc144292021-12-03T14:15:22ZThrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students10.15766/mep_2374-8265.105402374-8265https://doaj.org/article/b6ffa3c104d7426183284f38abc144292017-02-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10540https://doaj.org/toc/2374-8265Introduction 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.Martina MurphyAssociation of American Medical CollegesarticleTeam-Based LearningAnemiaHematologyThrombocytopeniaHemolytic AnemiaThrombotic MicroangiopathiesMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 13 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Team-Based Learning Anemia Hematology Thrombocytopenia Hemolytic Anemia Thrombotic Microangiopathies Medicine (General) R5-920 Education L
spellingShingle	Team-Based Learning Anemia Hematology Thrombocytopenia Hemolytic Anemia Thrombotic Microangiopathies Medicine (General) R5-920 Education L Martina Murphy Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
description	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.
format	article
author	Martina Murphy
author_facet	Martina Murphy
author_sort	Martina Murphy
title	Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
title_short	Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
title_full	Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
title_fullStr	Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
title_full_unstemmed	Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students
title_sort	thrombotic microangiopathy team-based learning module for second-year medical students
publisher	Association of American Medical Colleges
publishDate	2017
url	https://doaj.org/article/b6ffa3c104d7426183284f38abc14429
work_keys_str_mv	AT martinamurphy thromboticmicroangiopathyteambasedlearningmoduleforsecondyearmedicalstudents
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Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students

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