Patient-Centered Team-Based Learning in Pre-Clinical Curriculum Supporting the Application of Knowledge to Real-World Cl
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SHORT COMMUNICATION
Patient-Centered Team-Based Learning in Pre-Clinical Curriculum Supporting the Application of Knowledge to Real-World Clinical Experience Hana Anderson 1
&
Colleen Sweeney 2 & Ross Perry 3 & Jorge Vaquero 3 & Hannah Ison 4
# International Association of Medical Science Educators 2020
Abstract We report an active learning session which effectively supported 1st year medical students applying their learning experience in a clinical setting. A team-based learning (TBL) on familial hypercholesterolemia (FH) with a live patient was given to deliver basic genetics knowledge in a clinically relevant context. Subsequently, two participating students applied their learning experience by presenting a differential diagnosis of homozygous FH in a patient at a medical mission in Central America. We propose that combining active learning with clinically relevant scenarios effectively fosters student’s clinical reasoning skills and can bridge the perceived gap between basic science and clinical education. Keywords Undergraduate medical education . Basic science curriculum . Team-based learning . Patient-centered case . Familial hypercholesterolemia . Medical mission
Background The role of basic science education in undergraduate medical school curriculum has been actively debated [1]. A major question is how to effectively translate basic science concepts into clinical reasoning skills [2]. This is a challenging objective, especially because first-year medical students have limited clinical experience. Nonetheless, basic science courses have made strides to this end by applying a variety of learner-centered modalities [3–6]. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-019-00872-5) contains supplementary material, which is available to authorized users. * Hana Anderson [email protected] 1
Department of Internal Medicine, Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, CA, USA
2
Department of Biochemistry and Molecular Medicine, University of California, Davis, Sacramento, CA, USA
3
University of California, Davis, School of Medicine, Sacramento, CA, USA
4
Stanford Center for Inherited Cardiovascular Disease, Stanford, CA, USA
At the University of California, Davis, preclinical courses are offered during the first two years of curriculum: 1st year foundation science courses offering basic science principles of human health and 2nd year pathophysiology, organ-based courses. To increase the clinical relevance of basic science content, the use of active learning has been expanding in the preclinical curriculum. This report describes one such effort in a 1st year genetics course in which patient-centered cases were delivered using TBL [7–9]. It has been recognized that the use of clinical cases enhances student learning experience [10] and that case-based TBL improves students’ academic performance [11, 12]. Here, we aimed to bridge the perceived gap between basic science curriculum and clinical practice
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