A Case-Based Active Learning Session for Medical Genetics Resources
| Autor: | Katharine Nichole Holm, Ayaka Suzuki, Amy C Studer, Hana Anderson |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Medicine (General) Students Medical Genetics Medical Lifelong learning education Original Publication Flipped Classroom Flipped classroom Education R5-920 Basic Science Clinical Research Medical Surveys and Questionnaires medicine Genetics ComputingMilieux_COMPUTERSANDEDUCATION Humans Session (computer science) Students Medical education Evidence-Based Medicine Lifelong Learning Prevention Human Genome General Medicine Evidence-based medicine Problem-Based Learning Case-Based Learning Quality Education Active learning Medical genetics Psychology Medical Genetics |
| Zdroj: | MedEdPORTAL : the Journal of Teaching and Learning Resources MedEdPORTAL, Vol 17 (2021) |
| ISSN: | 2374-8265 |
| Popis: | Introduction As the clinical applications of medical genetics and genomics continue to expand, nongenetics professionals increasingly find themselves in the position of managing patients with genetic conditions. To prepare medical students to handle this future practice demand, it is imperative that they obtain skills and confidence in utilizing credible medical genetics resources to care for patients with genetic conditions. To this end, we developed active learning materials to introduce first-year medical students to these resources. Methods This approximately 2-hour session targeted first-year medical students (123 students) and combined flipped classroom and small-group collaborative case-based learning models. Students first completed a hands-on preclass exercise, which guided them in navigating the Online Mendelian Inheritance in Man website, and then attended an in-person small-group classroom activity, which provided the opportunity to apply information obtained from credible medical genetics resources to a patient case. At the conclusion of the classroom activity, students voluntarily completed an anonymous survey. Results Results of student postsession surveys showed that, regardless of previous exposure to medical genetics resources, this session increased both confidence in skills and future intention to use medical genetics resources. Discussion Since the majority of students were unfamiliar with using specialized medical genetics resources prior to this educational intervention, the session functioned as a practical introduction to these essential resources. We propose that equipping medical students with skills that support inquiry-oriented learning, particularly in the early stage of training, can cultivate the practice of lifelong learning in medical genetics. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|