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Form Follows Function: Introducing a Comparative Hematology Course into the Post-Clerkship Phase of Medical School
Marisa L Kometas1, Ganesh Raman1,2, Brian D Adkins3
1Department of Internal Medicine, University of Texas Southwestern, Dallas, USA.
Medical Science Educator
|October 20, 2025
Summary
Medical students improved their hematology knowledge and interest through an innovative course focusing on evolutionary adaptations. This enhanced understanding and engagement persisted even into their residency training.
Area of Science:
- Medical Education
- Hematology
- Pathophysiology
Background:
- Post-clerkship medical education requires integration of fundamental concepts into clinical practice.
- A novel course utilizes evolutionary hematologic adaptations to enhance understanding of disease mechanisms.
- This approach aims to bridge basic science and clinical application.
Purpose of the Study:
- To evaluate the impact of a curriculum integrating evolutionary hematology on medical students' understanding and interest.
- To assess the long-term effects of this educational approach on students' attitudes towards hematology.
Main Methods:
- A week-long curriculum included interactive seminars, laboratory work, and off-site activities.
- Student perceptions of course value, knowledge gain, and impact were measured via Likert surveys.
- Pre-course, immediate post-course, and follow-up assessments were conducted, with paired t-tests for analysis.
Main Results:
- The course significantly increased students' confidence and sustained their interest in hematology.
- Positive attitudes towards hematology were maintained through the residency phase.
- Comparative and experiential learning methods proved effective.
Conclusions:
- Integrating evolutionary concepts into hematology education enhances medical students' understanding and engagement.
- This innovative pedagogical model fosters lasting interest and confidence in hematology.
- The curriculum serves as a successful example for improving medical education through comparative and experiential learning.
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