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A simple approach for teaching a complex topic by asking students to participate in an engaging narrative to improve attention and retention (531.4)
Author(s) -
Nguyen Jessica,
Carvalho Helena
Publication year - 2014
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.28.1_supplement.531.4
Subject(s) - narrative , counterintuitive , psychology , ductus venosus , fetus , medicine , pregnancy , mathematics education , literature , biology , art , philosophy , epistemology , genetics
Didactic teaching, while it is the most widespread form of instruction, is not the most effective form for many learning styles. Topics in physiology are complex and in some cases counterintuitive. To teach ‘changes in fetal circulation post partum’ an innovative approach was developed and applied in small group setting. A narrative story line lead the group to imagine circulation from the perspective of the fetal red blood cell (RBC). Students were asked to pretend to be RBCs and ‘travel’ the intrauterine fetal circulation while following verbal instructions. Starting at the placenta they were walked through the transfer of oxygen from mother to infant what reinforced the comprehension about oxygen affinity to fetal hemoglobin (Hb) versus adult Hb. As oxygenated blood the students traveled through the liver via a prenatal bypass, the ductous venosus. They then traveled to the heart and were presented with two other prenatal passages; the foramen ovale and the ductous arteriosus. Rationale for these bypasses were discussed. The students were then presented a conflict they must resolve; these prenatal pathways are subsequently shut down after birth. The students had to problem solve as a team to find their new path of circulation.