MedEdPORTAL (May 2015)
Biochemistry and Pathology of Bleeding: An Integrative Approach to Team-Based Learning
Abstract
Abstract Introduction Team-based learning (TBL) is designed to be a highly interactive, small-group exercise that promotes the application of knowledge, higher-order thinking, peer-to-peer teaching, problem solving, communication, and professionalism. This TBL module provides students the opportunity to integrate and apply both biochemistry and pathology concepts of hemostasis and thrombosis. Through the course of this TBL module, students will develop an understanding of the coagulation cascade, clinical laboratory tests used to diagnose hemostasis and thrombosis, and the respective pathological conditions associated with hemostasis and thrombosis. Methods The coagulation cascade and primary and secondary hemostatic mechanisms are difficult concepts and are often times not well understood by medical students. The goal of this TBL is to provide a framework for medical school students to understand a variety of different areas in bleeding and hypercoagulation (thrombosis) and to be able to discuss clinical presentations and laboratory diagnosis of these conditions. Results This TBL module has been piloted for 2 years in the first-year medical school curriculum at the West Virginia School of Osteopathic Medicine. At this time, we have data on more than 400 students. The mean individual readiness assurance test (IRAT) score for the class of 2017 was 75% and the mean team readiness assurance test (TRAT) score was 96%, a difference of more than 20%. The mean IRAT score for the class of 2018 was 74.7% and the mean TRAT was 97.2%, a difference of 22%. In addition, the summative examination scores for this material were higher than other biochemistry and pathology subject areas. Discussion We conclude that this TBL was a highly effective teaching tool for this subject area and this TBL did a really good job of integrating both basic and clinical science content.
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