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Tytuł:
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Drug-Induced Liver Injury Module for Medical Students.
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Autorzy:
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Dilly CK; Assistant Professor, Department of Medicine, Indiana University School of Medicine; Staff Physician, Roudebush VA Medical Center.
Craven HJ; Assistant Librarian, Ruth Lilly Medical Library, Indiana University School of Medicine.
Molleston JP; Professor of Clinical Pediatrics, Department of Pediatrics, Indiana University School of Medicine.
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Źródło:
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MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2020 Jul 15; Vol. 16, pp. 10918. Date of Electronic Publication: 2020 Jul 15.
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Typ publikacji:
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Journal Article
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Język:
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English
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Imprint Name(s):
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Original Publication: Washington, DC : Association of American Medical Colleges, [2005]-
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MeSH Terms:
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Chemical and Drug Induced Liver Injury*/etiology
Students, Medical*
Curriculum ; Feedback ; Humans ; Learning
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References:
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N Engl J Med. 2006 Feb 16;354(7):731-9. (PMID: 16481640)
N Engl J Med. 2013 Dec 26;369(26):2525-34. (PMID: 24369077)
Am J Gastroenterol. 2014 Jul;109(7):950-66; quiz 967. (PMID: 24935270)
AACN Adv Crit Care. 2016 Oct;27(4):430-440. (PMID: 27959299)
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Contributed Indexing:
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Keywords: Asynchronous Instruction; Case-Based Learning; Drug-Induced Liver Injury; Gastroenterology; Online/Distance Learning; Preclinical Education; Virtual Learning
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Entry Date(s):
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Date Created: 20200728 Date Completed: 20210624 Latest Revision: 20210624
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Update Code:
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20240105
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PubMed Central ID:
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PMC7375700
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DOI:
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10.15766/mep_2374-8265.10918
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PMID:
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32715088
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Introduction: No published curricula exist to introduce medical students to drug-induced liver injury (DILI). However, DILI is the most common cause of acute liver failure in the US, and drug-drug interactions are tested on the USMLE Step 1.
Methods: We developed an independent study module to introduce students to DILI. This module consisted of a narrated PowerPoint introduction, a journal article, and four example cases. Students completed the module independently. To evaluate the effectiveness of the activity, exam data and responses to the cases were reviewed, and end-of-course survey data were used. These responses were used to modify questions for clarity and to develop a feedback rubric.
Results: Mean scores on case-related questions in the module ranged from 44% to 73%. However, mean scores on test questions related to DILI ranged from 61% to 98%. It is possible that students learned from receiving feedback in the form of correct answers to the cases. On course evaluations, 52.4% of students agreed or strongly agreed that the online modules as a group (which included the DILI module) were an effective teaching method.
Discussion: This module introduces students to DILI and enables them to interact with valuable resources. We hope that modifications will improve the learning experience and effectiveness of the module. Going forward, we plan to collect validity evidence for the feedback rubric and develop an advanced version of the module for gastroenterology fellows.
(© 2020 Dilly et al.)
