Contributions
Abstract: PB2381
Type: Publication Only
Background
In the UK Haematology is part of medical school curriculum, yeaching is delivered through lectures but in some cases a “clinical attachment” in Haematology will be part of their clinical experience. In 2017 we piloted a project on 24 third year medical students to understand if they were able to interpret full blood count results and to recognise some haematological conditions. We found that the understanding of general haematology conditions was greater that haemato-oncology conditions. Using a “Team Based Learning” (TBL) approach, where students could discuss the cases in small groups, did improve their knowledge.
Aims
We wanted to validate the results of the pilot study extending the teaching session to more students. We also wanted to understand what they thought was the most important thing they learnt.
Methods
Four teaching session were conducted for 83 students in total. The teaching session consisted in 10 multiple choice questions on clinical cases including full blood count results. The students first completed the test individually, then they discussed the answers in small groups. At the end of the session students were asked to complete a feedback form.
Results
This study confirmed that students have better knowledge of non-malignant condition, haemato-oncology is poorly understood. The specific results for each topic are shown in Figure 1. Anaemias due to iron deficiency, thalassemia trait and B12 or folate deficiency and MDS were correctly diagnosed by more than 50% of the students, the only non-malignant condition that confused the students was reactive lymphocytosis due to viral infection. Less than half of the students could recognise malignant conditions except for AML . When the cases were discussed in small groups the percentage improved significantly, with the exception of AML, but still less than half of the students could recognise reactive lymphocytosis due to viral infection, CML, Lymphoma and Multiple Myeloma. Students were asked in the feedback form what was the most useful topic they learnt, the results are shown in Table 1. Most of the students appreciated the practical aspect of the session: interpreting blood results in a clinical scenario context; they also appreciated revising topics covered by the course attended during the previous year and they found the teaching on lymphomas and leukaemia the most useful.
Conclusion
This study confirmed what we found last year in the pilot study, medical students have a satisfactory understanding of non malignant haematology conditions but knowledge in haemato-oncology is often poor. What students appreciated is to be able to apply their theoretical knowledge to practical scenario, this reflect an understanding of the fact that interpreting blood results is an essential skill for doctors. The conditions that most of the students could not recognise where also indicated as the most appreciated topics of the teaching session. Using TBL session as revision was useful to improve students’ performance. We are planning to continue this project to confirm the results.
Session topic: 36. Quality of life, palliative care, ethics and health economics
Keyword(s): Anemia, Leukemia, lymphoma, Myeloma
Abstract: PB2381
Type: Publication Only
Background
In the UK Haematology is part of medical school curriculum, yeaching is delivered through lectures but in some cases a “clinical attachment” in Haematology will be part of their clinical experience. In 2017 we piloted a project on 24 third year medical students to understand if they were able to interpret full blood count results and to recognise some haematological conditions. We found that the understanding of general haematology conditions was greater that haemato-oncology conditions. Using a “Team Based Learning” (TBL) approach, where students could discuss the cases in small groups, did improve their knowledge.
Aims
We wanted to validate the results of the pilot study extending the teaching session to more students. We also wanted to understand what they thought was the most important thing they learnt.
Methods
Four teaching session were conducted for 83 students in total. The teaching session consisted in 10 multiple choice questions on clinical cases including full blood count results. The students first completed the test individually, then they discussed the answers in small groups. At the end of the session students were asked to complete a feedback form.
Results
This study confirmed that students have better knowledge of non-malignant condition, haemato-oncology is poorly understood. The specific results for each topic are shown in Figure 1. Anaemias due to iron deficiency, thalassemia trait and B12 or folate deficiency and MDS were correctly diagnosed by more than 50% of the students, the only non-malignant condition that confused the students was reactive lymphocytosis due to viral infection. Less than half of the students could recognise malignant conditions except for AML . When the cases were discussed in small groups the percentage improved significantly, with the exception of AML, but still less than half of the students could recognise reactive lymphocytosis due to viral infection, CML, Lymphoma and Multiple Myeloma. Students were asked in the feedback form what was the most useful topic they learnt, the results are shown in Table 1. Most of the students appreciated the practical aspect of the session: interpreting blood results in a clinical scenario context; they also appreciated revising topics covered by the course attended during the previous year and they found the teaching on lymphomas and leukaemia the most useful.
Conclusion
This study confirmed what we found last year in the pilot study, medical students have a satisfactory understanding of non malignant haematology conditions but knowledge in haemato-oncology is often poor. What students appreciated is to be able to apply their theoretical knowledge to practical scenario, this reflect an understanding of the fact that interpreting blood results is an essential skill for doctors. The conditions that most of the students could not recognise where also indicated as the most appreciated topics of the teaching session. Using TBL session as revision was useful to improve students’ performance. We are planning to continue this project to confirm the results.
Session topic: 36. Quality of life, palliative care, ethics and health economics
Keyword(s): Anemia, Leukemia, lymphoma, Myeloma