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Using Student‐Created Case Studies To Teach Respiratory Physiology
Author(s) -
Hull Kerry
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.517.11
Subject(s) - set (abstract data type) , etiology , context (archaeology) , construct (python library) , respiratory physiology , medicine , disease , mathematics education , physical therapy , medical education , psychology , respiratory system , pathology , computer science , paleontology , biology , programming language
Case studies of pulmonary diseases are commonly used to illustrate various facets of respiratory physiology. Traditionally, students use clinical data to diagnose restrictive and obstructive lung diseases. This exercise takes a different approach, in which students construct and analyze their own case study and subsequently analyze the case study of a different student group. First, students completed a table comparing the clinical findings and etiology of restrictive and obstructive disorders. Second, student groups were assigned a category of disease (obstructive or restrictive). Using their table and a template case study for guidance, students developed a case study for a disease in their assigned category. A question set asked students to justify their clinical values and explain their clinical findings in the context of physiological models of elasticity and flow/gradients/resistance. Third, case studies were exchanged, and students answered the same set of questions for the received case study. Students’ answers to the questions revealed that most students achieved reasonable mastery of the concepts, and students found the exercise interesting and useful.