Urinary and Respiratory Systems: A Team-Based Learning Module for Histology

Abstract

Abstract Introduction Team-based learning (TBL) is an instructional strategy that promotes greater student engagement in the classroom. In TBL, scheduled class time is not used for lecturing. Rather, students are expected to master the basic facts and concepts of the subject matter before coming to class; in-class time is devoted to applying this knowledge to solve challenging problems with their teams. Methods The purpose of this module is to become familiarized with the urinary and respiratory systems. The module enables students to recognize regions of the kidney and urinary tract based on histological images, explain functional differences among these regions, and describe select physiology and pathophysiology associated with different regions. Moreover, students will be able to describe the structural divisions, branching patterns, and histological features of the bronchial tree, explain how specific cell types are functionally significant in select diseases, and relate these structural features and cell types to select disease treatments. Results When we implemented this module with a class of 30 graduate students, the mean scores for the Individual Readiness Assurance Test (77.9%), the Group Readiness Assurance Test (100%), and the clinically oriented Group Application Exercise (75.4%) reflected solid student understanding of the structure and function of the urinary and respiratory systems. Discussion These results show that TBL methodology is an effective strategy to teach histology and that students do not require formal lectures to learn the material. Based on our experience, we believe that TBL offers learning outcomes comparable to lecture-based instruction but with greater clinical relevance.

Keywords

• Histology
• Urinary Tract
• Respiratory System