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Diabetes Mellitus: Type 2 and Gestational01:22

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A Zebrafish Model of Diabetes Mellitus and Metabolic Memory
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Type 1 Diabetes Mellitus: Pediatric Team-Based Learning Module.

Emily R Miller1, Anshu Gupta2

  • 1Clinical Assistant Professor, Division of Pediatric Endocrinology and Diabetes, Michigan State University College of Human Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|February 26, 2019
PubMed
Summary

Team-based learning (TBL) effectively improved pediatric residents' knowledge and skills in managing type 1 diabetes mellitus (T1DM). This active learning method enhanced readiness assurance and learner engagement in T1DM care.

Keywords:
Insulin-Dependent DiabetesJuvenile DiabetesPediatric EndocrinologyTeam-Based LearningType 1 Diabetes Mellitus

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Area of Science:

  • Medical Education
  • Pediatric Endocrinology
  • Autoimmune Diseases

Background:

  • Type 1 diabetes mellitus (T1DM) affects approximately 200,000 US youth.
  • Limited access to specialist care necessitates general pediatrician expertise in T1DM management.
  • An educational gap exists for general practitioners in diabetes care.

Purpose of the Study:

  • To outline a Team-based Learning (TBL) activity for educating pediatric residents in comprehensive T1DM management.
  • To address the educational needs of general pediatricians in pediatric diabetes care.

Main Methods:

  • Learners engaged in pre-reading on T1DM.
  • Group work involved a readiness assurance process and application exercises.
  • Application exercises focused on insulin regimen selection, blood sugar trend modification, diabetic ketoacidosis, and hypoglycemia management.

Main Results:

  • Readiness assurance scores improved from 81.4% (individual) to 91% (group).
  • 80% of learners found TBL effective for improving diabetes knowledge and skills.
  • The learning process was engaging for participants.

Conclusions:

  • Team-based learning (TBL) is a valuable educational strategy for enhancing T1DM care knowledge among general pediatricians.
  • Further research on longitudinal educational outcomes is recommended.