Introductory TBL Exercise on Genetic Risk
Abstract Introduction Team-based learning (TBL) has gained favor in medical education as an applied approach to learning that promotes teamwork and communication and has been an integral component of the University of Tennessee Health Science Center medical school curriculum since 2011. This module...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2016-04-01
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| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10381 |
| _version_ | 1819146664998338560 |
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| author | William F. Brescia Vicki M. Park Jewell C. Ward |
| author_facet | William F. Brescia Vicki M. Park Jewell C. Ward |
| author_sort | William F. Brescia |
| collection | DOAJ |
| description | Abstract Introduction Team-based learning (TBL) has gained favor in medical education as an applied approach to learning that promotes teamwork and communication and has been an integral component of the University of Tennessee Health Science Center medical school curriculum since 2011. This module is intended to serve as an introduction to team-based learning (TBL) for students learning basic principles of medical genetics. Methods This was developed to be completed in a 1-hour class period. Using a single case scenario, students are asked to evaluate risk for two conditions: autosomal recessive and X-linked recessive. The exercise provides experience in calculating disease risk based on family history. Additionally, students have the opportunity to reflect on a family's perceived risk and burden of genetic disease. Results The exercise was developed for underserved students attending a summer program prior to the start of medical school in the fall who had no prior TBL experience and no advanced expertise in medical genetics. Across three administrations, facilitators of this TBL module have consistently observed positive student engagement during the various components of the TBL. Discussion This TBL module has served its purpose well by providing early learners an exposure to the TBL format in solving genetic risk calculations. Since the resource conforms to standard TBL format, it can be readily implemented in traditional TBL classrooms. |
| first_indexed | 2024-12-22T13:17:32Z |
| format | Article |
| id | doaj.art-e045e77ecc3241dca8366e4c4df79563 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-22T13:17:32Z |
| publishDate | 2016-04-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-e045e77ecc3241dca8366e4c4df795632022-12-21T18:24:34ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652016-04-011210.15766/mep_2374-8265.10381Introductory TBL Exercise on Genetic RiskWilliam F. Brescia0Vicki M. Park1Jewell C. Ward21 Associate Professor Departments of Pediatrics and Medical Education, University of Tennessee Health Science Center College of Medicine2 Associate Professor Departments of Preventive Medicine and Medical Education, University of Tennessee Health Science Center College of Medicine3 Professor Department of Pediatrics, University of Tennessee Health Science Center College of MedicineAbstract Introduction Team-based learning (TBL) has gained favor in medical education as an applied approach to learning that promotes teamwork and communication and has been an integral component of the University of Tennessee Health Science Center medical school curriculum since 2011. This module is intended to serve as an introduction to team-based learning (TBL) for students learning basic principles of medical genetics. Methods This was developed to be completed in a 1-hour class period. Using a single case scenario, students are asked to evaluate risk for two conditions: autosomal recessive and X-linked recessive. The exercise provides experience in calculating disease risk based on family history. Additionally, students have the opportunity to reflect on a family's perceived risk and burden of genetic disease. Results The exercise was developed for underserved students attending a summer program prior to the start of medical school in the fall who had no prior TBL experience and no advanced expertise in medical genetics. Across three administrations, facilitators of this TBL module have consistently observed positive student engagement during the various components of the TBL. Discussion This TBL module has served its purpose well by providing early learners an exposure to the TBL format in solving genetic risk calculations. Since the resource conforms to standard TBL format, it can be readily implemented in traditional TBL classrooms.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10381TBLPedigreeX-Linked RecessiveAutosomal RecessiveGenetic RiskGenetic Disease |
| spellingShingle | William F. Brescia Vicki M. Park Jewell C. Ward Introductory TBL Exercise on Genetic Risk MedEdPORTAL TBL Pedigree X-Linked Recessive Autosomal Recessive Genetic Risk Genetic Disease |
| title | Introductory TBL Exercise on Genetic Risk |
| title_full | Introductory TBL Exercise on Genetic Risk |
| title_fullStr | Introductory TBL Exercise on Genetic Risk |
| title_full_unstemmed | Introductory TBL Exercise on Genetic Risk |
| title_short | Introductory TBL Exercise on Genetic Risk |
| title_sort | introductory tbl exercise on genetic risk |
| topic | TBL Pedigree X-Linked Recessive Autosomal Recessive Genetic Risk Genetic Disease |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10381 |
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