Use of Recordings of Real Patients to Improve Clinical Integration of a First Year Medical Student Pulmonary Function Testing Laboratory

The Lewis Katz School of Medicine at Temple University annually welcomes 200 students to the MD program. We aim to create an interactive and collaborative experience to promote deep levels of learning for large groups of students. The curriculum is being transitioned from a two‐pass to a single‐pass model (AY 2020–21) with early integration of the basic and clinical sciences. The pulmonary function testing (PFT) laboratory in a first year organ systems course has been redeveloped. Previously, the lab utilized Collins spirometers to allow students to gain experience recording and determining lung volumes and capacities and discussing concepts related to lung function testing and respiratory system mechanics. Advantages of the lab included visualization of the mechanics of the test, and hands‐on data collection and analysis. Disadvantages included frequent technical difficulties with aged spirometers and the lack of direct observation of abnormal lung mechanics, and therefore a disconnect to the pathophysiology learned in a subsequent course. Our goal was to address these issues while encouraging collaboration of basic science and clinical faculty, therefore better connecting physiology concepts with pathophysiologic mechanisms of disease. We redeveloped the lab to use the existing structure of calculations and discussion questions while adding the data and experiences of real patients from the Temple Lung Center who underwent modern pulmonary function testing. A patient with obstructive lung disease, a patient with restrictive lung disease, and a person with normal lung function, were recruited to participate in a video recording. In the session, the students watch a video which includes an explanation of the equipment, review of the procedure, and review of lung volumes/capacities previously learned in lecture format. The footage includes patients performing the lung function testing alongside real time flow‐volume loops and volume‐time graphs. The patients with abnormal lung function are introduced in vignette form with radiographic images. Students discuss each case with faculty and predict what they expect to observe with regards to lung volumes/capacities before watching the patients perform the tests. Students are then asked to use and apply real data collected from the patient in the video with normal lung function and complete discussion questions in their small groups (6/group). The reimagined PFT laboratory allows first year students the opportunity to apply basic science knowledge to real and relevant patient cases. This session allows students to achieve the learning objectives as per the APS Medical Curriculum Objectives Project ( www.the‐aps.org/MedPhysObj ). This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .