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CONCLUSIONS
This study is a work in progress but early results
suggest that the introduction of the Drug Drill has
focused much needed attention to the study of
specific drugs and drug classes throughout the WR2
curriculum. Additionally, requiring students to
concentrate on understanding distinctive features of
drugs appears to be an effective reinforcement of
fundamental principles of pharmacokinetics and
pharmacodynamics. Student perceptions of the role
the Drug Drill plays in their learning will be
available for presentation at the time of the
conference.
TBL/PBL Abstract ID: 219
SUCCESSFUL TRANSITION TO A HYBRID
NEUROSCIENCE CURRICULUM
Carl Marfurt, Indiana University School of
Medicine-Northwest, Gary, IN, USA
PURPOSE
The challenges of teaching an integrated medical
neuroscience course include helping students
master an increasingly substantial and clinically
oriented core curriculum in a limited time frame,
while providing a flexible curriculum that
accommodates diverse student learning styles. This
report describes our transition from a “traditional”
lecture-based neuroscience course to a “hybrid”
course with greater emphasis on independent study
and small-group learning modules.
METHODS
Neuroscience is a six week block with all classes
ending before noon. The course consists of 29
optional Powerpoint presentations (annotated with
SMART Sympodium and recorded using Camtasia
Studio), four wet-labs, six PBL sessions and five
TBL sessions. Ten additional pre-recorded lectures
and laboratory previews are posted on the course
website for student study at a time of their choosing.
Laboratory study of CNS internal organization is
almost entirely student self-directed, using digitized
collections of stained sections, illustrated “lesionlocalization”
case studies, interactive MRI atlases,
and neurology patient video clips posted on the
class website.
RESULTS
Class performances on the NBME Neuroscience
shelf exam have been well above the national mean.
Formal course evaluations and student-generated
Continuous Quality Improvement (CQI) surveys
reveal high levels of student satisfaction with course
organization, balance between faculty-directed and
student-directed learning activities, and flexibility
that allows/encourages students to select learning
resources and strategies that most closely match
their learning styles.
CONCLUSIONS
The transition to a hybrid neuroscience curriculum
required finding an optimal balance between
faculty-directed and student-directed learning
activities. Faculty continue to provide students with
high quality resources (including PBL and TBL
cases) that help them master the voluminous,
clinically-relevant core curriculum, while respecting
and encouraging the student’s strong desire to
personalize the learning process.
TBL/PBL Abstract ID: 220 eDemo
COMBINING TBL AND A COOKING DEMO
TO TEACH LIPID METABOLISM,
NUTRITION AND CARDIOVASCULAR
DISEASE
Chayan Chakraborti, MD 1 , Timothy S. Harlan, MD 1
and David S. Franklin, PhD 2 1 Department of
Clinical Medicine; 2 Department of Biochemistry
and Molecular Biology. Tulane University Health
Sciences Center and School of Medicine, New
Orleans, LA, USA
PURPOSE
Tulane University formed a collaboration with
Johnson & Wales University using the active
learning TBL format for metabolic biochemistry
concepts, and how they apply to the prevention
and/or treatment of Cardiovascular Disease (CVD).
A cooking demonstration and its associated
teaching kitchen serve to reinforce these basic
science principles with an innovative application of
nutrition, and provide practical opportunity for
student-patient interactions as part of the student’s
community-based education.
METHODS
The TBL focuses on biochemical concepts of lipid
metabolism and nutrition in context to the
development and treatment of CVD. Such concepts
include characterizing fatty acid (FAs) in our diet,
digestion and absorption, lipid malabsorption,
major lipoprotein complexes, and approaches to
Therapeutic Lifestyle Changes to reduce the risk of
CVD. The cooking demonstration involves
discussion of common dietary lipids, and how they
are applied in various recipes. Two chefs from
Johnson and Wales cook simple recipes, from which
students can learn how these ingredients are used.
Students are encouraged to volunteer in local
teaching kitchens in an innovative patient-applied
setting.
Medical Science Educator © IAMSE 2012 Volume 22(4S) 323