1887

HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students

    Authors: Timothy J. Bauler1, Shanna Cole1, Tyler Gibb1, Richard Van Enk1, Larry Lutwick1, Bonny L. Dickinson1,*
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    Affiliations: 1: Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI 49008
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. July 2018 vol. 19 no. 2 doi:10.1128/jmbe.v19i2.1587
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    Abstract:

    In medical and healthcare-related education, case-based learning (CBL) is a teaching strategy that uses clinical cases to engage students in active learning using course concepts to solve important problems. Here we describe the design and implementation of a CBL module to teach first year medical students about the human immunodeficiency virus (HIV), acute retroviral syndrome, clinical progression to acquired immunodeficiency syndrome, HIV diagnostics, assays used to assess stage of disease and response to antiretroviral treatment, and highly active antiretroviral therapy. A team of basic science and clinical faculty in the disciplines of microbiology, immunology, infection prevention and control, clinical medicine, pharmacology, and medical ethics collaboratively designed the CBL module. The results of a questionnaire indicated that the students found the CBL case interesting, engaging, and a useful educational strategy for linking basic science concepts to important clinical problems. In our experience, the CBL promoted student synthesis of basic science concepts across disciplines and engaged learners in the application of basic science knowledge to address significant real-world clinical problems.

References & Citations

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2. Chamberland M, Mamede S, St-Onge C, Rivard MA, Setrakian J, Levesque A, Lanthier L, Schmidt HG, Rikers RM 2013 Students’ self-explanations while solving unfamiliar cases: the role of biomedical knowledge Med Educ 47 1109 1116 10.1111/medu.12253 24117557 http://dx.doi.org/10.1111/medu.12253
3. Woods NN, Brooks LR, Norman GR 2007 It all make sense: biomedical knowledge, causal connections and memory in the novice diagnostician Adv Health Sci Educ Theory Pract 12 405 415 10.1007/s10459-006-9055-x 17318360 http://dx.doi.org/10.1007/s10459-006-9055-x
4. Woods NN, Brooks LR, Norman GR 2007 The role of biomedical knowledge in diagnosis of difficult clinical cases Adv Health Sci Educ Theory Pract 12 417 426 10.1007/s10459-006-9054-y 17206465 http://dx.doi.org/10.1007/s10459-006-9054-y
5. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D 2012 The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23 Med Teach 34 E421 E444 10.3109/0142159X.2012.680939 22578051 http://dx.doi.org/10.3109/0142159X.2012.680939
6. Anderson MB 2010 Definitions and explanations of selected terms used in this supplement Acad Med 85 S646 S648 10.1097/ACM.0b013e3181f13128 20736651 http://dx.doi.org/10.1097/ACM.0b013e3181f13128
7. Gray J, Fana GT, Campbell TB, Hakim JG, Borok MZ, Aagaard EM 2014 Feasibility and sustainability of an interactive team-based learning method for medical education during a severe faculty shortage in Zimbabwe BMC Med Educ 14 63 10.1186/1472-6920-14-63 24678606 3972960 http://dx.doi.org/10.1186/1472-6920-14-63
8. D’Eon MM, Proctor P, Jane Cassidy, McKee NR, Trinder K 2010 Evaluation of an interprofessional problem-based learning module on care of persons living with HIV/AIDS J Res Interprof Pract Educ 1 2
9. Bauler TJ, Shattuck B, Van Enk R, Lutwick L, Dickinson BL 2016 Design and implementation of an integrated course to teach immunology and infectious disease to first year medical students Med Sci Educ 26 701 707 10.1007/s40670-016-0300-5 http://dx.doi.org/10.1007/s40670-016-0300-5
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/content/journal/jmbe/10.1128/jmbe.v19i2.1587
2018-07-31
2019-09-21

Abstract:

In medical and healthcare-related education, case-based learning (CBL) is a teaching strategy that uses clinical cases to engage students in active learning using course concepts to solve important problems. Here we describe the design and implementation of a CBL module to teach first year medical students about the human immunodeficiency virus (HIV), acute retroviral syndrome, clinical progression to acquired immunodeficiency syndrome, HIV diagnostics, assays used to assess stage of disease and response to antiretroviral treatment, and highly active antiretroviral therapy. A team of basic science and clinical faculty in the disciplines of microbiology, immunology, infection prevention and control, clinical medicine, pharmacology, and medical ethics collaboratively designed the CBL module. The results of a questionnaire indicated that the students found the CBL case interesting, engaging, and a useful educational strategy for linking basic science concepts to important clinical problems. In our experience, the CBL promoted student synthesis of basic science concepts across disciplines and engaged learners in the application of basic science knowledge to address significant real-world clinical problems.

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