Introduction: This learning resource was designed to integrate the basic and clinical sciences of the micronutrient nutrition in a team-centered active learning session where teams to summarize content via the formation of an advanced organizer and then use this organizer to answer complex questions. This resource was developed after the authors, unable to locate an integrated, contextual learning resource on the subject, took it upon themselves to develop a module that integrates the basic and clinical sciences of the micronutrient nutrition. Methods: Prior to the session, individual students prepare by reading a short online article. In class, the students work in groups of four to six to summarize the preparatory material by creating a large format visual organizer of B12 digestion, absorption, and transfer. The students make additions, deletions, and corrections to this organizer after viewing other teams’ organizers and then use their advanced organizers to make leading and alternate diagnostic hypothesis about case presentations. Between cases, instructors use prepared information to explain the information in the case presentations. Results: The resource has been used for three years in the integrated curriculum at the Georgia Reagents University and University of Georgia Medical Partnership. The session has been included in the first-year second-semester Essentials of Clinical Medicine course (a first-year doctoring course). During the 2010-2011 and 2012-2013 years the students were given a ten question assessment pre- and postsession. In the 2010-2011 year, mean pretest assessment = 26%, postassessment mean = 80%. Mean pretest scores for 2012-2013 = 36%, and posttest scores = 82%. Discussion: This learning resource was designed to in a team-centered active learning session which utilizes teams to summarize content via the formation of an advanced organizer and then use this organizer to answer complex questions. Our future direction for this session is to continue its use, and we plan to design several other integrated active learning sessions using this format. It should also be noted that this format can be used where the product produced by the teams is not an advanced organizer, but instead some other synthetic product including an analysis or concept map.
- Visually organize the correct mechanisms for the digestion, absorption, and transluminal transfer of cyanocobalamin (B12).
- Summarize the process for B12 digestion, absorption, and transluminal transfer.
- Describe where biological or biomechanical errors may happen in B12 digestion, absorption, and transluminal transfer.
- List other micronutrients that share similar errors.
- Interpret the four main biochemical tests for B12 deficiency and their relative test accuracies.
- Interpret results of the Shilling’s test.
- List and defend the most likely etiologies of deficiency when given the scenario of a patient with B12 deficiency.
- Describe the three most common B12 treatment strategies and their indications.
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Medlock AE, Crites GE. Designing active learning sessions for medical students that integrate basic and clinical sciences. Poster presented at: Association of American Medical Colleges Annual Meeting; November 2012; San Franciso, CA.
Medlock AE, Crites GE. Designing active learning sessions for medical students that integrate basic and clinical sciences. Oral presentation at: AAMC Southern Group on Educational Affairs Regional Conference; April 2012; Lexington, KY.
Medlock AE, Crites GE. Building successful active learning strategies for medical students that integrate basic and clinical science principles: an example using micronutrient nutrition. Poster presented at; AAMC Southern Group on Educational Affairs Regional Conference; April 2012; Lexington, KY.
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