CBL
Definition of Cased-Based Learning
Introduction of anatomical/medical cases as the vehicle through which students learn/revisit underlying concepts
What is an Item
2 assumptions of constructive alignment (What is to be learned?)
Knowledge is not transmitted by a teacher
Constructed by students through their own learning activities
How to check rotation on an X-ray
Are the clavicles equidistant from the spinous processes?
3 types of MC questions
Type A: Single best answer
Type R: Superlist, extended answer
Type K: BAD, Question.... 1.2.3. etc.
2 aspects of case-based learning (how it's presented/completed)
Information about the 'case' unfolds as a patient encounter or clinically framed scenario
Students determine where knowledge gaps exist and research topics/concepts and share with the group
Two components of an "option"
What is a foil/incorrect answer and key/correct answer?
What are the outcomes of constructive alignment (of ILOs)?
Need to be stated upfront
Teaching methods and assessments need to be aligned to what those outcomes require if they are to be met
Explain the QRS complex of an EKG
QR: Activation spreads to ventricles via AV node, traveling distally to purkinje fibers to induce contraction
RS: Negative aspect indicative of re-polarization of atria
4 things to avoid when creating MCQs
Negatively worded stem, redundancy in options, open stem questions, cueing factors
What are the two factors contributing to increased chance of heart disease?
Genetic factors and environmental factors--behaviors increasing risk of heart disease can be passed down generationally
A stem should contain:
What is necessary information or stimulus to answer a direct (or implied) question
2 functions of TLAs
Opportunity to 'observe' learning has occured: behavioral changes, quantifiable, quality
High Troponin-T levels are indicative of (and what is the mechanism behind this):
Cardiac injury: troponin-t is integral to muscle contraction and patterning can suggest either acute injury (sustained elevation) or myocardial infarction (episodic)
Stylohyoid and Posterior belly of digastric (CN VII - Facial)
What is occurring when a patient develops emphysema and what is it caused by?
endothelial alveolar cell death, inducing rupture of interalvolar septa increasing size of alveolar sacs, making it more difficult for capillaries to facilitate CO2/O2 exchange
Caused by smoking
Cognitive elements of Bloom's taxonomy (3 things)
Levels of processing: remembering, understanding, applying, analyzing, evaluating, creating
Necesssary 'building' of levels to demonstrate true learning
Attempts to reflect depth of knowledge when used in conjunction with appropriate objectives
ILOs: What do I want learner's to be able to do as a result of having learned specific topics? (3 things)
Informs the content
Provides Mechanism by which content to be explored (TLAs)
Provides the reference through which assessment can be made
Uses x-ray imaging and contrast material to evaluate blood flow through coronary vessels
What is a coronary angiography
What are the muscles of mastication and their innervations?
Temporalis, Medial and Lateral Pterygoids, Masseter, innervated by V3
ABCs of X-ray
A: airway
B: bones (top to bottom)
C: cardiac silhouette
D: Diaphragm
E: Edge of heart
F: Field of lungs
G: Gastric Bubbles
H: Hila
I: Instruments
Basic principles for Effective MCQ items (5 things)
Stem text provides necessary information about concept/objective being tested: it asks a question
Question is linked to educational objectives, relevant
Question can be answered without options provided
Options are homogeneous, independent, plausible
Only one option is correct/best answer
What are the 3 aspects that ILOs should have and their functions?
Content: concepts, advanced organizers, details
Action verbs: specify level of performance
Context: Lab, lecture, application to clinical, professional, team building, etc.
What are the 4 components of vital signs, what they measure, and normal values?
Body Temp: 97-99 F, 36.5-37.2 C (varies depending on gender, food/fluid consumption, time of day, activity, stage of menstrual cycle)
Pulse Rate: 60-100 BPM
Respiration Rate: 12-20 breaths/min
Blood Pressure: <120/80 and >90/60, Systolic (contraction)/Diastolic (relaxation)
Sophie's favorite book
What is the fault in our stars