Foundational and Clinical Science Integration in a Team-Based Learning Module Modeling Care of a Patient With...

Area of Science:

• Medical Education
• Biochemistry
• Genetics
• Nutrition

Background:

• Integrating foundational and clinical sciences is crucial for medical education.
• Effective knowledge transfer enhances clinical skill retention and application.
• Dyslipidemia diagnosis and management require interdisciplinary knowledge.

Purpose of the Study:

• To implement and evaluate a team-based learning (TBL) module for integrating foundational sciences with clinical practice.
• To assess the module's impact on medical students' understanding and application of knowledge in managing dyslipidemia.
• To demonstrate the operationalization of foundational knowledge in simulated patient care.

Main Methods:

• A TBL module was developed for first-year medical students in a cardiovascular course.
• The module involved readiness assurance tests (iRAT, tRAT) and application exercises focused on a dyslipidemia case.
• Students analyzed clinical data, dietary history, and genetic factors for patient management strategies.

Main Results:

• High student engagement was observed, with readiness assurance test scores consistently near 100%.
• Application exercises demonstrated successful integration of foundational knowledge into clinical decision-making.
• Students reported high impact and perceived transferability of learned skills to future patient care.

Conclusions:

• The dyslipidemia TBL module effectively operationalizes foundational science for early clinical learners.
• This approach enhances the transfer of knowledge and skills for improved patient care.
• TBL is a valuable pedagogical strategy for bridging basic science and clinical application.