MedEdPORTAL (May 2010)
The Use of Cancer Biology to Augment Concepts in Core Curriculum Cellular and Molecular Biology
Abstract
Abstract Introduction Historically students learn about generic cellular functions and structures but do not make connections between the subtle changes that can lead to pathology. In an effort to address this disconnection, this exercise introduces students to common abnormalities in cancer cell functions and their relationships to normal cell biology. In addition, this module utilizes recent advances for the production of induced pluripotent stem cells to address questions related to the restoration of normal cellular properties in cancer cells. After completing this resource, students will be able to determine the consequences of abnormal cell functions and structures. Methods This module utilizes a team-based learning pedagogy, which allows a single instructor to teach multiple small groups simultaneously in the same classroom. Learners actively participate in and out of class as they move through the three phases consisting of: (1) independent study assignments, (2) readiness assurance testing, and (3) group activities that force them to put knowledge into practice. Results For this module specifically, students report a better understanding of the functions of cells. Typically students think of cellular functions in terms of organelle function and not in a more global view such as how a cell interacts with neighboring cells and the microenvironment. After the completion of this module, student work on cellular function takes a much larger view incorporating many of the capabilities of a cell in a much more macro-type of outlook. Discussion Although it can be difficult to assess the effectiveness of a given teaching module on the overall student's achievement in a course, test scores in classes in which the author has used team-based learning modules do show increased averages over similar classes where this method was not used. In general, the answers to critical thinking questions on the exams of students who have used this module are more highly developed and probing in comparison to students not exposed to this module. The author observes the largest gains in the weaker students, and attributes this to the confidence that can be established in an effective group learning environment. Now instead of second guessing themselves or remaining silent, these students are required to speak up in order to achieve a passing grades for the assignment. In addition, students report that they enjoyed the opportunity to learn from their classmates and be creative instead of just looking up answers.
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