HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students

In medical and healthcare-related education, case-based learning (CBL) is a teaching strategy that uses clinical cases to engage students in active learning using course concepts to solve important problems. Here we describe the design and implementation of a CBL module to teach first year medical s...

Full description

Saved in:

Bibliographic Details
Main Authors:	Timothy J. Bauler, Shanna Cole, Tyler Gibb, Richard Van Enk, Larry Lutwick, Bonny L. Dickinson
Format:	article
Language:	EN
Published:	American Society for Microbiology 2018
Subjects:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Online Access:	https://doaj.org/article/da82c13d3db74f19a4c5826f7baa201b
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:doaj.org-article:da82c13d3db74f19a4c5826f7baa201b
record_format	dspace
spelling	oai:doaj.org-article:da82c13d3db74f19a4c5826f7baa201b2021-11-15T15:04:10ZHIV/AIDS: A Case-Based Learning Module for First-Year Medical Students10.1128/jmbe.v19i2.15871935-78851935-7877https://doaj.org/article/da82c13d3db74f19a4c5826f7baa201b2018-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i2.1587https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In medical and healthcare-related education, case-based learning (CBL) is a teaching strategy that uses clinical cases to engage students in active learning using course concepts to solve important problems. Here we describe the design and implementation of a CBL module to teach first year medical students about the human immunodeficiency virus (HIV), acute retroviral syndrome, clinical progression to acquired immunodeficiency syndrome, HIV diagnostics, assays used to assess stage of disease and response to antiretroviral treatment, and highly active antiretroviral therapy. A team of basic science and clinical faculty in the disciplines of microbiology, immunology, infection prevention and control, clinical medicine, pharmacology, and medical ethics collaboratively designed the CBL module. The results of a questionnaire indicated that the students found the CBL case interesting, engaging, and a useful educational strategy for linking basic science concepts to important clinical problems. In our experience, the CBL promoted student synthesis of basic science concepts across disciplines and engaged learners in the application of basic science knowledge to address significant real-world clinical problems.Timothy J. BaulerShanna ColeTyler GibbRichard Van EnkLarry LutwickBonny L. DickinsonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Timothy J. Bauler Shanna Cole Tyler Gibb Richard Van Enk Larry Lutwick Bonny L. Dickinson HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
description	In medical and healthcare-related education, case-based learning (CBL) is a teaching strategy that uses clinical cases to engage students in active learning using course concepts to solve important problems. Here we describe the design and implementation of a CBL module to teach first year medical students about the human immunodeficiency virus (HIV), acute retroviral syndrome, clinical progression to acquired immunodeficiency syndrome, HIV diagnostics, assays used to assess stage of disease and response to antiretroviral treatment, and highly active antiretroviral therapy. A team of basic science and clinical faculty in the disciplines of microbiology, immunology, infection prevention and control, clinical medicine, pharmacology, and medical ethics collaboratively designed the CBL module. The results of a questionnaire indicated that the students found the CBL case interesting, engaging, and a useful educational strategy for linking basic science concepts to important clinical problems. In our experience, the CBL promoted student synthesis of basic science concepts across disciplines and engaged learners in the application of basic science knowledge to address significant real-world clinical problems.
format	article
author	Timothy J. Bauler Shanna Cole Tyler Gibb Richard Van Enk Larry Lutwick Bonny L. Dickinson
author_facet	Timothy J. Bauler Shanna Cole Tyler Gibb Richard Van Enk Larry Lutwick Bonny L. Dickinson
author_sort	Timothy J. Bauler
title	HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
title_short	HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
title_full	HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
title_fullStr	HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
title_full_unstemmed	HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students
title_sort	hiv/aids: a case-based learning module for first-year medical students
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/da82c13d3db74f19a4c5826f7baa201b
work_keys_str_mv	AT timothyjbauler hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents AT shannacole hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents AT tylergibb hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents AT richardvanenk hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents AT larrylutwick hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents AT bonnyldickinson hivaidsacasebasedlearningmoduleforfirstyearmedicalstudents
_version_	1718428280729632768

HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students

Similar Items