Sickle Cell Disease Team-Based Learning Module

Hori, Roderick T.; Adams-Graves, Patricia; Nishimoto, Satoru K.; Chesney, Russell W.; Brescia, William

doi:10.15766/mep_2374-8265.10200

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…Hematology TBL modules are currently available for sickle cell disease and thrombotic microangiopathies topics on MedEdPORTAL . 4 , 5 To this repertoire, we added a module covering hemolytic anemias and the clinical implications of hemoglobin structure and function rather than a specific disease. In building a module that covered this broader pathophysiologic concept, it prepared students more fully to apply concepts to clinical practice.…”

Section: Introductionmentioning

confidence: 99%

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

Langer

Scigliano

2020

MedEdPORTAL

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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.

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Section: Introductionmentioning

confidence: 99%

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

Langer

Scigliano

2020

MedEdPORTAL

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“…Previous published education projects have focused on disease pathophysiology, 7 pediatric issues, 8 and cultural competency. 9 However, a gap remains in the current body of medical education literature regarding diagnosis and critical care management of complications of SCD.…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies describing practitioner and patient experiences with SCD center on perceptions and treatment of vasoocclusive crises, often highlighting stigmas and misconceptions around this common presentation of SCD. 5,6 Previous published education projects have focused on disease pathophysiology, 7 pediatric issues, 8 and cultural competency. 9 However, a gap remains in the current body of medical education literature regarding diagnosis and critical care management of complications of SCD.…”

Section: Introductionmentioning

confidence: 99%

Common Complications of Sickle Cell Disease: A Simulation-Based Curriculum

et al. 2021

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Introduction Sickle cell disease (SCD), the most common autosomal recessive genetic disorder worldwide, affects nearly every organ of the body and results in accelerated mortality. Nationally, internal medicine physicians lack a complete understanding of morbidity and mortality in this population leading to health care disparities. Methods We created a 2-hour curriculum consisting of three SCD case vignettes representing common disease complications (acute stroke, acute chest syndrome, and septic shock) with the goal to increase medicine house staff knowledge and confidence in patient management. Residents completed a pretest to assess baseline knowledge and were divided into groups of four to five. Three simulation cases were completed by each group; learners needed to work through a differential diagnosis and describe key management steps. Each group was graded on achieving the 10 critical actions for each case. Following each case, there was a faculty-led debriefing session. Residents repeated the pretest 30 days after completion of the curriculum (posttest). Results Thirty-six second year internal medicine residents participated in this curriculum. After completing this curriculum, residents improved their test score from 33% ( SD = 12%) to 57% ( SD = 18%) ( p < .0001). Additionally, self-reported confidence in management scores increased from 2.6 ( SD = 0.8) in the pretest to 3.5 ( SD = 0.4) in the posttest ( p = .02) on a 5-point Likert scale (1 = not very confident , 5 = very confident ). Discussion Use of a simulation curriculum increased knowledge and confidence of internal medicine residents in the management of critical illness in patients with SCD.

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Hemolytic Anemias vs. Anemias Due to Nutritional Deficiencies: A TBL Module

Gromley

2015

MedEdPORTAL

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Sickle Cell Disease Team-Based Learning Module

Cited by 3 publications

References 14 publications

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

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

Common Complications of Sickle Cell Disease: A Simulation-Based Curriculum

Hemolytic Anemias vs. Anemias Due to Nutritional Deficiencies: A TBL Module

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