Hemolysis and Hemoglobin Structure and Function: A Team-Based Learning Exercise for a Medical School Hematology...

Area of Science:

• Medical Education
• Hematology
• Pathophysiology

Background:

• Hemolysis and hemoglobin disorders are critical areas in clinical practice.
• Understanding the pathophysiology of these conditions is essential for accurate diagnosis and management.
• Traditional teaching methods may not fully bridge the gap between basic science and clinical application.

Purpose of the Study:

• To implement and evaluate a team-based learning (TBL) exercise for second-year medical students.
• To enhance understanding of hemolysis, hemoglobin function, and related clinical conditions.
• To connect underlying pathophysiology directly to clinical practice in diagnosing and managing hemolytic disorders.

Main Methods:

• A team-based learning (TBL) exercise was conducted with second-year medical students in small teams.
• A readiness assurance test (RAT), both individual (iRAT) and group (gRAT), assessed knowledge on hemolysis and hemoglobin.
• An application activity focused on specific hemolytic conditions like thalassemia, sickle cell disease, and autoimmune hemolytic anemia, followed by facilitator-guided discussion.

Main Results:

• Students achieved an average of 63% correct on the individual readiness assurance test (iRAT).
• The average team score on the group readiness assurance test (gRAT) was 26.7 out of 30 points.
• The TBL session received excellent reviews from both students and facilitators, with facilitators rated 4.4/5. Exam scores showed improvement post-TBL implementation.

Conclusions:

• Team-based learning (TBL) is an effective method for teaching complex topics like hemolysis and hemoglobin disorders.
• TBL successfully engaged medical students by emphasizing the link between pathophysiology and clinical practice.
• This approach facilitated a deeper understanding of conditions impacting patient diagnosis and management.