Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module
Abstract This team-based learning (TBL) module on dyspnea is designed to complement a clerkship in internal medicine for third-year medical students. It focuses on the common causes of dyspnea, developing the differential diagnosis for patients presenting with dyspnea, and determining the initial ev...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2012-04-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.9149 |
| _version_ | 1819364553853501440 |
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| author | Steven Bishop Jeffrey Kushinka Stephanie Call |
| author_facet | Steven Bishop Jeffrey Kushinka Stephanie Call |
| author_sort | Steven Bishop |
| collection | DOAJ |
| description | Abstract This team-based learning (TBL) module on dyspnea is designed to complement a clerkship in internal medicine for third-year medical students. It focuses on the common causes of dyspnea, developing the differential diagnosis for patients presenting with dyspnea, and determining the initial evaluation and treatment of such patients. The resource includes learning objectives specific to the dyspnea module, as well as the individual readiness assurance test (iRAT), group readiness assurance test (gRAT), and group application exercises (with correct answers bolded and answer explanations). An instructor's guide is also included and gives a detailed overview of how to go about implementing the module and where to find more information about TBL if the instructor is using this method for the first time. This module is one of eight in a series. Other modules address the following internal medicine topics: anemia, altered mental status, back pain, joint pain, chest pain, abdominal pain, and acid-base disorders. Each module is designed to take approximately 90 minutes to complete. The modules may be completed in any order by the instructor and do not need to be done sequentially. Each module is an independent topic and does not require knowledge from the other modules in order to be completed by the students. As such, they may be used alone or in any desired combination suitable to the instructor's needs. However, we found that utilizing all eight modules over the course of a clerkship period is a comprehensive method of covering the core topic areas and reinforces knowledge attained by other educational methods during the clerkship (e.g., clinical experiences, traditional lecture, independent study, etc.). Additionally, the modules could also be easily adapted for use by physician assistant and nurse practitioner programs. |
| first_indexed | 2024-12-24T23:00:47Z |
| format | Article |
| id | doaj.art-02aae190a29146b3836dc59add1fa4af |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-24T23:00:47Z |
| publishDate | 2012-04-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-02aae190a29146b3836dc59add1fa4af2022-12-21T16:35:07ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652012-04-01810.15766/mep_2374-8265.9149Internal Medicine Clerkship Team-Based Learning Series: Dyspnea ModuleSteven Bishop0Jeffrey Kushinka1Stephanie Call21 Virginia Commonwealth University School of Medicine2 Virginia Commonwealth University3 Virginia Commonwealth UniversityAbstract This team-based learning (TBL) module on dyspnea is designed to complement a clerkship in internal medicine for third-year medical students. It focuses on the common causes of dyspnea, developing the differential diagnosis for patients presenting with dyspnea, and determining the initial evaluation and treatment of such patients. The resource includes learning objectives specific to the dyspnea module, as well as the individual readiness assurance test (iRAT), group readiness assurance test (gRAT), and group application exercises (with correct answers bolded and answer explanations). An instructor's guide is also included and gives a detailed overview of how to go about implementing the module and where to find more information about TBL if the instructor is using this method for the first time. This module is one of eight in a series. Other modules address the following internal medicine topics: anemia, altered mental status, back pain, joint pain, chest pain, abdominal pain, and acid-base disorders. Each module is designed to take approximately 90 minutes to complete. The modules may be completed in any order by the instructor and do not need to be done sequentially. Each module is an independent topic and does not require knowledge from the other modules in order to be completed by the students. As such, they may be used alone or in any desired combination suitable to the instructor's needs. However, we found that utilizing all eight modules over the course of a clerkship period is a comprehensive method of covering the core topic areas and reinforces knowledge attained by other educational methods during the clerkship (e.g., clinical experiences, traditional lecture, independent study, etc.). Additionally, the modules could also be easily adapted for use by physician assistant and nurse practitioner programs.http://www.mededportal.org/doi/10.15766/mep_2374-8265.9149TBLTeam-Based LearningDyspnea |
| spellingShingle | Steven Bishop Jeffrey Kushinka Stephanie Call Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module MedEdPORTAL TBL Team-Based Learning Dyspnea |
| title | Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module |
| title_full | Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module |
| title_fullStr | Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module |
| title_full_unstemmed | Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module |
| title_short | Internal Medicine Clerkship Team-Based Learning Series: Dyspnea Module |
| title_sort | internal medicine clerkship team based learning series dyspnea module |
| topic | TBL Team-Based Learning Dyspnea |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.9149 |
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