Associate Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine.
Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine.
MedEdPORTAL. 2024 Apr 9;20:11397. doi: 10.15766/mep_2374-8265.11397. eCollection 2024.
Foundational and clinical science integration, a long-standing goal of undergraduate medical education, benefits learners by promoting retention of critical knowledge and skills as well as their transfer to the clinical setting. We implemented a team-based learning (TBL) module in which foundational knowledge and skills from the disciplines of biochemistry, nutrition, and genetics were leveraged in a simulated patient encounter for diagnosis and management of a patient with dyslipidemia.
The TBL was deployed in a first-year medical student cardiovascular system course with 125 students over three academic years. Following individual and team readiness assurance tests (iRAT and tRAT, respectively), teams participated in an initial application exercise requiring consideration of clinical and laboratory data and other risk factors to engage the patient in a shared decision-making process. Using dietary and family history narratives in subsequent application exercises, teams completed recommendations for an individualized diet plan and an assessment of potential disease inheritance patterns to formulate appropriate patient care management strategies.
Student engagement with prelearning materials and session team activities was high as judged by RAT performance and application exercise outcomes: iRAT question performance ranged from 89% to 99% for individual items, and tRAT performance was routinely 100%. Learners reported that the exercises were impactful and believed the learned foundational knowledge and skills were transferable to future patient care.
The dyslipidemia TBL module provides an illustration for early clinical learners of how foundational knowledge and skills can be operationalized and transferred for optimal patient care.
基础与临床科学的整合是本科医学教育的长期目标，通过促进关键知识和技能的保留以及将其转移到临床环境中，使学习者受益。我们实施了一个基于团队的学习（TBL）模块，在该模块中，生物化学、营养和遗传学等学科的基础知识和技能被用于模拟患者就诊，以诊断和管理血脂异常患者。
该 TBL 被部署在一个为期三年的一年级医学生心血管系统课程中，共有 125 名学生。在进行个人和团队准备情况保证测试（iRAT 和 tRAT）之后，团队参与了初始应用练习，需要考虑临床和实验室数据以及其他风险因素，以让患者参与共同决策过程。在随后的应用练习中使用饮食和家族史叙述，团队为个体化饮食计划完成建议，并评估潜在疾病遗传模式，以制定适当的患者护理管理策略。
学生对预习材料和课程团队活动的参与度很高，这可以从 RAT 表现和应用练习结果中判断：个人项目的 iRAT 问题表现范围为 89%至 99%，而 tRAT 的表现通常为 100%。学习者报告说这些练习很有影响力，并认为所学的基础知识和技能可以转移到未来的患者护理中。
血脂异常 TBL 模块为早期临床学习者提供了一个示例，说明如何操作和转移基础知识和技能以实现最佳患者护理。
