A Team-Based Learning Model Using Clinical Vignettes in an Advanced Undergraduate Pre-Health Professional Physiology Course Facilitated by Medical Students

Autor/inn/en	Cunningham, Christopher J.; Giusto, Joseph; Reiss, Rachel; Garba, Deen L.; Lucke, Austin; Eltilib, Mohamed; Hastie, Eric
Titel	A Team-Based Learning Model Using Clinical Vignettes in an Advanced Undergraduate Pre-Health Professional Physiology Course Facilitated by Medical Students
Quelle	In: Advances in Physiology Education, 46 (2022) 2, S.246-250 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cunningham, Christopher J.) ORCID (Giusto, Joseph) ORCID (Reiss, Rachel) ORCID (Garba, Deen L.) ORCID (Eltilib, Mohamed) ORCID (Hastie, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Cooperative Learning; Clinical Experience; Vignettes; Undergraduate Students; Premedical Students; Physiology; Teaching Methods + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is evidence that demonstrates that teaching preclinical and clinical material can have numerous benefits for both students and teachers, with the majority of literature focusing on peer medical student teaching. There is a dearth of literature exploring the benefit of medical students teaching undergraduate, pre-health professional students and using clinical cases in this setting. We explore our implementation of a team-based learning curriculum built around clinical cases to teach advanced physiology and introduce pathology, pharmacology, and interprofessional collaboration for pre-health students. This course was entirely taught by medical students. Course evaluations and future implications are discussed. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01