The importance of laboratory medicine in the medical student curriculum

Barai, Ishani; Gadhvi, Karishma; Nair, Pooja; Prasad, Sunila

doi:10.3402/meo.v20.30309

Cited by 7 publications

(7 citation statements)

References 4 publications

(6 reference statements)

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“…The necessity to evaluate different education approaches for teaching laboratory medicine has been discussed (2,3,5,11,13) and the number of schools offering laboratory medicine courses has been increased since the study by Gottfried et al in 1992 (8,22).…”

Section: Discussionmentioning

confidence: 99%

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Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient?

et al. 2020

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KEYWORDS ABSTRACTClinical pathology, Education, Laboratory medicine, Medical studentScan to discover online Background & Objective: Appropriate use of laboratory testing is essential for achieving safe and effective care to patient. Insufficient knowledge could lead to poor case management and increase the health care costs. It is believed that education on laboratory testing for undergraduate medical student is inadequate. This study was designed to evaluate the level of knowledge of 5 and 6 year undergraduate medical students in field of laboratory medicine.Methods: Totally, 59 questions including 8 basic questions concerning individual assessment of their knowledge and 51 objective questions focusing on various stages of test ordering and interpretation were asked.Results: Thirty seven undergraduate medical students at the level of internship participated. On average, 47.9% of students evaluated themselves as "weak" in 8 selfassessment questions. There was no significant difference between responders assessment on their own knowledge in various aspects of laboratory testing (P=0.184).In the objective questions regarding various stages of test ordering including preanalytic, analytic and post analytic phases,45.6%,51.9% and 50% correct answers were reported ,respectively. Comparison of the level of the knowledge of the students regarding various stages of pathology testing did not show significant difference (P=0.638). Conclusion:Prioritizing an effective teaching method of laboratory medicine to medical students on appropriate time should be considered in medical school curriculum for better clinical decision making and optimal modern medical care. Main Subjects: Clinical Pathology

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Section: Discussionmentioning

confidence: 99%

“…Information and objective data provided by clinical pathology laboratory plays an important role in nearly all aspects of clinical practice including diagnosis, treatment, management and prognosis (1)(2)(3)(4). It is believed that about 60-70% of medical decisions are based on laboratory test results (2,3,5).…”

Section: Introductionmentioning

confidence: 99%

Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient?

et al. 2020

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“…HHcy has been implicated as an independent risk factor of atherosclerosis, potentially via inducing oxidative stress on the endothelium of blood vessels, 28,29,30,31 which is counteracted by a series of antioxidants and detoxification enzymes, especially glutathione S-transferase (GSTs). 14 Nrf2 is an important transcription factor that regulates cellular anti-oxidative stress.…”

Section: Discussionmentioning

confidence: 99%

Nuclear factor erythroid 2-related factor 2 activation mediates hyperhomocysteinemia-associated lipolysis suppression in adipocytes

Cheng²,

Zhong

et al. 2018

Exp Biol Med (Maywood)

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Hyperhomocysteinemia (HHcy) is associated with suppressed lipolytic response in adipocytes/adipose tissue, however, the underlying mechanism remains to be extensively studied. Nuclear factor erythroid 2-related factor 2 (Nrf2), a master transcriptional factor regulating antioxidant generation, has been recently reported to mediate lipid metabolism. Employing both fully differentiated 3T3-L1 adipocytes and male C57BL/6 mice, in the present study, we investigated the potential involvement of Nrf2 activation in HHcy-mediated lipolytic suppression. Our results showed that homocysteine (Hcy) treatment resulted in suppressed lipolysis, evidenced by increased intracellular triglyceride (TG) accumulation, decreased glycerol and free fatty acid (FFA) in fully differentiated 3T3-L1 adipocytes. Interestingly, Hcy exposure was associated with Nrf2 activation in adipocytes. Further studies showed that Nrf2 knockdown via siRNA transfection ameliorated Hcy-induced glycerol release in adipocytes. On the contrary, Nrf2 activators, epigallocatechin gallate (EGCG) and tert-butylhydroquinone (t-BHQ), increased intracellular TG content and decreased glycerol release in adipocytes. Importantly, our in vitro observations were corroborated by our in vivo findings, in which Hcy feeding (0.1% wt/vol) for four weeks induced Nrf2 expression in adipose tissue and lowered circulating FFA and glycerol levels in mice. Furthermore, EGCG injection (5 mg/kg/d) decreased circulating glycerol levels in comparison to the control group in mice. In conclusion, these results indicated that Nrf2 activation in response to HHcy plays an important role in mediating Hcy-suppressed lipolysis in adipocytes.

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“…As medical knowledge continues to expand, so do discoveries related to diagnostic testing [ 14 , 15 ]; however, many medical students graduate unprepared to be good stewards of the clinical laboratory [ 15 – 20 ]. Improper utilization of laboratory services can lead to waste, misdiagnosis, and patient harm [ 14 – 16 , 21 , 22 ]. Consequently, many groups have proposed bolstering students’ exposure to laboratory topics during medical school [ 13 – 16 , 21 , 23 ]; however, limited time and low student interest present major barriers to this education [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

“…Improper utilization of laboratory services can lead to waste, misdiagnosis, and patient harm [ 14 – 16 , 21 , 22 ]. Consequently, many groups have proposed bolstering students’ exposure to laboratory topics during medical school [ 13 – 16 , 21 , 23 ]; however, limited time and low student interest present major barriers to this education [ 24 ]. Capstone courses [ 14 ], case-based interdisciplinary activities [ 25 , 26 ], and virtual laboratory tours [ 8 , 27 ] are some of the interventions that have been described to combat these challenges.…”

Section: Introductionmentioning

confidence: 99%

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

Do,

Sanford,

Roseff

et al. 2023

BMC Med Educ

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Background Medical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students. Methods First-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The “gamified” module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey. Results One hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment. Conclusions In this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

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The importance of laboratory medicine in the medical student curriculum

Cited by 7 publications

References 4 publications

Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient?

Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient?

Nuclear factor erythroid 2-related factor 2 activation mediates hyperhomocysteinemia-associated lipolysis suppression in adipocytes

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

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