| Title: |
An Early-Curricular Team Learning Activity to Foster Integration of Biochemical Concepts and Clinical Sciences in Undergraduate Medical Education |
| Language: |
English |
| Authors: |
Martin Schmidt (ORCID 0000-0003-2654-9598); Brian Pinney; Craig Canby; April Vargus; Marianka Pille |
| Source: |
Biochemistry and Molecular Biology Education. 2024 52(3):340-347. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Undergraduate Study; Medical Education; Active Learning; Learning Activities; Biochemistry; Scientific Concepts; Extracurricular Activities; Clinical Experience; Teamwork; Thinking Skills; Medical Evaluation; Clinical Diagnosis; Speech Communication; Public Speaking; Evidence Based Practice; Learning Modules; Metabolism; Genetic Disorders; Pediatrics |
| DOI: |
10.1002/bmb.21821 |
| ISSN: |
1470-8175; 1539-3429 |
| Abstract: |
The ability to connect key concepts of biochemistry with clinical presentations is essential for the development of clinical reasoning skills and adaptive expertise in medical trainees. To support the integration of foundational and clinical sciences in our undergraduate health science curricula, we developed a small group active learning exercise during which interprofessional groups of students use clinical cases to explore the biochemistry, diagnostic strategy, and evidence-based treatment options of inborn errors of metabolism (IEM). We designed multistage learning modules consisting of (1.) low-fidelity case simulations of pediatric patients presenting with IEMs, (2.) guided group discussions on clinical biochemistry, differential diagnoses, and diagnostic strategies, (3.) oral presentations of clinical reasoning strategies, and (4.) discussion of relevant evidence-based medicine topics related to the cases. These modules Scientific Knowledge Integrated in Patient Presentations (SKIPPs) were added to a first-semester foundational sciences course serving five health professions programs. The assessment of learning outcomes by students and faculty shows that SKIPPs sessions are well-received activities that significantly improve trainees' ability to integrate foundational science concepts into clinical scenarios, to practice interprofessional teamwork and to develop clinical reasoning skills. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1425267 |
| Database: |
ERIC |