Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course

Introduction This team-based learning (TBL) exercise focused on hemolysis and hemoglobin structure and function. The goal was to emphasize content that directly impacts clinical practice, but obliges students to understand underlying pathophysiology. The readiness assurance test (RAT) covers oxygen...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Arielle L. Langer, Eileen Scigliano
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Hematology Hemolysis Hemoglobin Structure Hemoglobin Function Physician Pediatric Hematology-Oncology Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/e86edefe5fc74d62a7d2d48d36604c85
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:e86edefe5fc74d62a7d2d48d36604c85
record_format	dspace
spelling	oai:doaj.org-article:e86edefe5fc74d62a7d2d48d36604c852021-11-19T15:15:14ZHemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course10.15766/mep_2374-8265.110352374-8265https://doaj.org/article/e86edefe5fc74d62a7d2d48d36604c852020-11-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11035https://doaj.org/toc/2374-8265Introduction This team-based learning (TBL) exercise focused on hemolysis and hemoglobin structure and function. The goal was to emphasize content that directly impacts clinical practice, but obliges students to understand underlying pathophysiology. The readiness assurance test (RAT) covers oxygen affinity, diagnosing hemolysis, inherited causes of hemolysis (G6PD deficiency, hereditary spherocytosis, sickle cell disease, thalassemia) and acquired causes of hemolysis (thrombotic microangiopathies, autoimmune hemolytic anemia). The application activity focused on thalassemia, sickle cell disease, and autoimmune hemolytic anemia. Methods Second-year students were divided into teams of five to six students each with one facilitator for each classroom. Students completed an individual RAT (iRAT) followed by a group RAT (gRAT). The facilitator reviewed answers of the RATs emphasizing questions where there was a lack of clarity about the correct answer. Students completed the application activity within their teams followed by a discussion guided by the facilitator. Results On average, students answered 63% of answers correctly on the iRAT. The average team score on the gRAT was 26.7 out of 30 points. The session was well reviewed by both students and facilitators. Students ranked the quality of all facilitators as excellent with an average rating of 4.4 of 5. Exam scores improved compared to prior to the introduction of TBL, but this was also found for material not covered. Discussion The use of TBL to emphasize the relationship between pathophysiology and the diagnosis and management of patients was both an effective teaching method and a successful way to engage medical students.Arielle L. LangerEileen SciglianoAssociation of American Medical CollegesarticleHematologyHemolysisHemoglobin StructureHemoglobin FunctionPhysicianPediatric Hematology-OncologyMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Hematology Hemolysis Hemoglobin Structure Hemoglobin Function Physician Pediatric Hematology-Oncology Medicine (General) R5-920 Education L
spellingShingle	Hematology Hemolysis Hemoglobin Structure Hemoglobin Function Physician Pediatric Hematology-Oncology Medicine (General) R5-920 Education L Arielle L. Langer Eileen Scigliano Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
description	Introduction This team-based learning (TBL) exercise focused on hemolysis and hemoglobin structure and function. The goal was to emphasize content that directly impacts clinical practice, but obliges students to understand underlying pathophysiology. The readiness assurance test (RAT) covers oxygen affinity, diagnosing hemolysis, inherited causes of hemolysis (G6PD deficiency, hereditary spherocytosis, sickle cell disease, thalassemia) and acquired causes of hemolysis (thrombotic microangiopathies, autoimmune hemolytic anemia). The application activity focused on thalassemia, sickle cell disease, and autoimmune hemolytic anemia. Methods Second-year students were divided into teams of five to six students each with one facilitator for each classroom. Students completed an individual RAT (iRAT) followed by a group RAT (gRAT). The facilitator reviewed answers of the RATs emphasizing questions where there was a lack of clarity about the correct answer. Students completed the application activity within their teams followed by a discussion guided by the facilitator. Results On average, students answered 63% of answers correctly on the iRAT. The average team score on the gRAT was 26.7 out of 30 points. The session was well reviewed by both students and facilitators. Students ranked the quality of all facilitators as excellent with an average rating of 4.4 of 5. Exam scores improved compared to prior to the introduction of TBL, but this was also found for material not covered. Discussion The use of TBL to emphasize the relationship between pathophysiology and the diagnosis and management of patients was both an effective teaching method and a successful way to engage medical students.
format	article
author	Arielle L. Langer Eileen Scigliano
author_facet	Arielle L. Langer Eileen Scigliano
author_sort	Arielle L. Langer
title	Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
title_short	Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
title_full	Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
title_fullStr	Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
title_full_unstemmed	Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course
title_sort	hemolysis and hemoglobin structure and function: a team-based learning exercise for a medical school hematology course
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/e86edefe5fc74d62a7d2d48d36604c85
work_keys_str_mv	AT ariellellanger hemolysisandhemoglobinstructureandfunctionateambasedlearningexerciseforamedicalschoolhematologycourse AT eileenscigliano hemolysisandhemoglobinstructureandfunctionateambasedlearningexerciseforamedicalschoolhematologycourse
_version_	1718420044673712128

Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology Course

Ejemplares similares