A case study approach, combined with modified team-based learning, to teach the progression of metabolic syndrome to type 2 diabetes

Importance of three physiological models for teaching the carbohydrates metabolism

“…Chen and Ni 32 suggested to teach metabolic pathways such as the synthesis or degradation of glycogen, which present a lower number of chemical reactions, and later, delve into more complex pathways such as glycolysis and the pentose pathway, meanwhile, Gopalan and Kist suggested a teaching process based on the clinical case of type 2 diabetes. 33 All these alternative published teaching approaches are pieces of evidence of the general concern about novice students' difficulties to grasp CHM, which are consistent with our own results. Beyond students' effort to remember chemical reactions and cell biochemical processes when a rote learning of atomized contents occurs, they are prevented to integrate knowledge and to value the importance of the underpinning scientific models.…”

“…Chen and Ni 32 suggested to teach metabolic pathways such as the synthesis or degradation of glycogen, which present a lower number of chemical reactions, and later, delve into more complex pathways such as glycolysis and the pentose pathway, meanwhile, Gopalan and Kist suggested a teaching process based on the clinical case of type 2 diabetes 33 …”

“…Regardless the teaching resources and strategies used to teach the carbon cycle, [17][18][19] the physiological model of blood glucose uptake and homeostasis, 20,[22][23][24][25][26][27][28][29][30] and the physiological model of the availability of metabolites [1][2][3]25,26,32,33 the important thing is that the students manage to construct biochemical meanings inserted in models [35][36][37][38][39] that holistically encompass the CHM.…”

Dysfunctional Team-Based Learning

“…7,8 In some modified TBL, the step 3 (the team readiness assurance test or group test) is replaced with the step 5 (the application of the concept and problem-solving exercises), and the TBL session is ended with a tutor wrap-up. [9][10][11] Concepts maps have been used as a vehicle for modifying classical TBL exercises. Such modifications include replacing the individual assessment (iRAT) that uses multiple-choice questions with concept maps and combining the group assessment (tRAT or gRAT) and application exercise in which teams develop concept maps.…”

“…Although students seem to favor these activities, it should be noted that the survey focuses mainly on the satisfaction level of the students regarding their attitudes toward TBL. [9][10][11]14 In classical TBL, a Readiness Assurance Process (RAP) is designed to ensure that students gain a comprehensive understanding of a set of concepts related to the problems. 3 This process requires students to first study the set of concepts on their own, and, if needed, to receive corrective instruction on the course concepts.…”