Design, Implementation, and Assessment of an Interactive Simulation to Teach Undergraduate Immunology Students Hemolytic Disease of the Newborn

Autor/in	Costabile, Maurizio
Titel	Design, Implementation, and Assessment of an Interactive Simulation to Teach Undergraduate Immunology Students Hemolytic Disease of the Newborn
Quelle	In: Advances in Physiology Education, 45 (2021) 2, S.299-306 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costabile, Maurizio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Diseases; Undergraduate Students; Physiology; Teaching Methods; Biochemistry; Universities; Learning Processes; Science Tests; Mothers; Fathers; Prenatal Care; Diagnostic Tests; Simulation; Student Attitudes; Feedback (Response); Concept Formation; Science Instruction; Foreign Countries; Neonates; Australia + Suchen Sie Ihr Suchwort? Disease; Krankheit; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Biochemie; University; Universität; Learning process; Lernprozess; Mother; Mutter; Pränatale Versorgung; Diagnostic test; Diagnostischer Test; Simulation program; Simulationsprogramm; Schülerverhalten; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Neugeborenes Kind; Australien
Abstract	Hemolytic disease of the newborn (HDN) is a potentially fatal condition caused by a Rhesus (Rh) antigen incompatibility between a mother and fetus. As a result, determining the Rh status of expectant parents is a routine clinical assessment. Both the physiological and immunological basis of this condition are taught to undergraduate students. At the University of South Australia, some undergraduate immunology students find this topic challenging. The author designed, implemented, and assessed the impact of an interactive simulation to facilitate student learning of HDN. The students were actively engaged in determining the blood grouping and Rh status of an expectant mother and father and then determining the possibility of developing HDN. The simulation was found to take only 15 min to complete yet led to a significant increase in student performance in an end of semester exam question. Student perceived understanding was found to significantly improve following the introduction of the simulation, even though the content had been covered in a formal lecture. Student feedback was highly positive of this learning approach. In conclusion, short, interactive simulations can be used effectively to enhance student learning of challenging concepts. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01