Abstract: SA-PO018
Teaching Renal Physiology and Pathophysiology to Second- and Third-Year Medical Students by Combining Lecturing and Hands-on Computer Simulation
Session Information
- Educational Research
November 09, 2019 | Location: Exhibit Hall, Walter E. Washington Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 800 Educational Research
Authors
- Zatz, Roberto, Univ of Sao Paulo, Sao Paulo, Brazil
- Arcon, Luis C., Univ of Sao Paulo, Sao Paulo, Brazil
- Seguro, Antonio C., Univ of Sao Paulo, Sao Paulo, Brazil
- Moyses, Rosa M.A., Univ of Sao Paulo, Sao Paulo, Brazil
- Boer, Giovana C., Univ of Sao Paulo, Sao Paulo, Brazil
- Tempski, Patricia Z., Univ of Sao Paulo, Sao Paulo, Brazil
Background
Teaching of Renal Physiology and Pathophysiology (RPP) is one of the most challenging tasks in medical training, given the complexity of concepts and the number of interacting variables.
Methods
We devised a method to teach RPP to second and third-year medical students, consisting of one-hour lectures, followed by one-hour hands-on computer simulation during which students utilize mathematical models that we developed in Visual Basic® and Delphi®, presented through a friendly graphic interface (example in figure). Complex events such as glomerular ultrafiltration and acid-base disorders are simulated by changing variables through ordinary tools such as scrolling bars and sliding arrows. In a final step, students undergo a quick exam consisting of multiple-choice tests, which are discussed afterwards. At the end of each class, students are invited to fill in a self evaluation form about their perception as to whether preestablished learning outcomes were achieved.
Results
Evaluation made by third-year students in 2018/19 showed a high degree of perceived learning, with 79,1% reporting complete, and 18,5% partial, goal fulfillment in subjects such as Dehydration, Acute Kidney Injury, Chronic Kidney Disease and Acid-Base Disorders. In a more objective evaluation, 92 students who attended computer simulation scored 7.8±0.2 SE (on a 0-10 scale) in a test involving the pathophysiology of Edema and Hypertension, as compared to 7.1±0.1 obtained by 87 who just watched the presentation of a computer model (p<0.05).
Conclusion
These observations indicate that computer technology associated with classical methods can strongly improve the teaching of RPP, and confirm the concept that hands-on activity can be a more efficient learning method than passive transmission of knowledge.
Acid-base equilibrium: dynamic Davenport nomogram.
Funding
- Government Support - Non-U.S.