Cystic Fibrosis Case for First-Year Medical Students - Team-Based Learning Format

Abstract

OPEN ACCESSNovember 24, 2008Cystic Fibrosis Case for First-Year Medical Students - Team-Based Learning Format Maria Sheakley, PhD, Sharma Davendranand, DM, DPS, Mary Moore, PhD, James Grogan, PhD, David Averill, PhD Maria Sheakley, PhD Ross University School of Medicine Google Scholar More articles by this author , Sharma Davendranand, DM, DPS Ross University of Medicine Google Scholar More articles by this author , Mary Moore, PhD Ross University School of Medicine Google Scholar More articles by this author , James Grogan, PhD Ross University School of Medicine Google Scholar More articles by this author , David Averill, PhD Ross University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.809 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractUsing cases to expose medical students to clinical scenarios early in their education helps to put the basic science information into context. This increases retention of knowledge and creates a more enjoyable learning experience in the classroom. In addition, students have better attitudes toward the subject, develop better social skills, and become more articulate. Furthermore, the introduction of cases to first-year medical students is becoming more important as the NBME shelf exams and USMLE Step One exam are becoming more clinically oriented.This case on cystic fibrosis was written as a joint effort by faculty members from the departments of physiology, cell biology, and biochemistry genetics as an integrated case for first-year medical students in a team-based learning format. The case provides basic background clinical information covering material that students were introduced to in the first four weeks of the semester. The questions at the end of the case were written to stimulate group discussion. Overall, this small-group clinical case work promotes student interaction and discussion, as well as increased retention of knowledge and enhanced student interest. Educational Objectives By the end of this module, learners will be able to: Work in small groups effectively to solve a clinical problem.Describe the how cystic fibrosis is diagnosed using a sweat test.Describe the normal versus pathologic transport mechanisms of the cystic fibrosis transmembrane conductance regulator channel.Discuss the effect of an obstructive lung disorder on pulmonary mechanics.Discuss the ethical issues surrounding children in medical research.Describe how sodium dodecyl sulfate polyacrylamide gel works.Discuss the inheritance pattern for cystic fibrosis and the likelihood of passing the gene or disease from one generation to another. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Cystic Fibrosis Case Instructor's Version.pdf Cystic Fibrosis Case Student Version.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2008 Sheakley et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-Share Alike license.KeywordsTBLCFTR GeneSweat TestTeam-based LearningCystic Fibrosis Disclosures None to report. Funding/Support None to report. Loading ...