SHM Converge Scientific Abstract ePoster Gallery-Designing a Module for Analyzing Common Diagnostic Laboratory Tests During the Covid19 Pandemic

Pdf Summary

This project describes the design and implementation of a 50-minute virtual teaching module for incoming third-year medical students during the COVID-19 pandemic. The module addressed a key clerkship skill: interpreting and presenting common laboratory test abnormalities encountered on inpatient floors.<br /><br />The curriculum was developed using educational best practices, including Kern’s six-step curriculum development framework, the metacognition learning theory, and the primacy-latency model. The session was structured into three parts: an initial “prime time” segment on the utility and interpretation of common diagnostic tests, a “downtime” period with case vignettes, and a final “prime time” segment for summary and Q&A. Teaching methods included handouts, think-pair-share activities, and case-based learning. Students were divided into five small groups and the session was delivered virtually via Zoom.<br /><br />The session was well received, with an overall evaluation score of 1.56 on a 1–5 scale, where 1 represented an excellent session and 5 meant “do not repeat.” The authors conclude that a hospitalist and medical student co-led module, grounded in educational theory and curriculum design principles, significantly improved students’ knowledge and confidence in interpreting common laboratory abnormalities. They also note that hospitalists are well positioned to develop such content for students transitioning into clinical clerkships, given the importance of inpatient learning in third-year medical education.

Asset Subtitle

Ankur Segon

Meta Tag

Author List Ankur Segon, Jennifer L. Klumb

Category Research

Concept Medical Students

Concept Diagnostic Laboratory Abnormalities

Concept Laboratory Abnormality Interpretation

Concept Test Result Interpretation

Concept Kerns 6-Step Curriculum Development Framework

Distinguished Non-Finalist

Presenter Organization The University of Texas Health Science Center at San Antonio Joe R. & Teresa Lozano Long School of Medicine

Presenting Author Ankur Segon

Track Education

Keywords

virtual teaching module

medical students

laboratory abnormalities

COVID-19 pandemic

clerkship skills

Kern's six-step framework

metacognition

primacy-latency model

case-based learning

Zoom

Medical Students

Diagnostic Laboratory Abnormalities

Laboratory Abnormality Interpretation

Test Result Interpretation

Kerns 6-Step Curriculum Development Framework