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TheadvantagesanddefectsofPBLlearninginimmunologyBloom,B.S.;Engelhart,M.D.;Furst,E.J.;Hill,W.H.;
Krathwohl,D.R.
(1956).
Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals.HandbookI:Cognitivedomain.NewYork:DavidMcKayCompany.Highercognitivethinkinginvitesafurtherunderstandingofcontentsuchas:ProblemsolvingMakingjudgementsEvaluationReflection
Airasian,PeterW.etal.,(2000).InAnderson,LorinW.etal.(eds).
Ataxonomyforlearning,teaching,andassessing:ArevisionofBloom'staxonomyofeducationalobjectives.AllynandBacon.
ISBN
978-0-8013-1903-7.RevisedBloom’staxonomy.WoodDF.ProblembasedlearningBritishMedicalJournal.2003326:328-30..WoodDF.ProblembasedlearningBritishMedicalJournal.2003326:328-30.DolmansD,GijbelsD.Researchon
problem-basedlearning:futurechallenges.Med.Educ.201347:214-8.
ComparingPBLwithlearninginconventionalclassrooms:Traditionallearningapproaches
tend
toproducebetteroutcomesonassessmentsofbasicscienceknowledge,butdon’talwaysdosoPBLapproaches
tend
toproducebetteroutcomesintermsofclinicalknowledgeandskillsMorerecentmeta-analysespointtotheimportantrolesofseveralmediatingvariablessuchasthetypeofproblemtasks
andlevelofassessment
inexplainingtheeffectsofPBLStrobelJ,
vanBarneveldA.
WhenisPBLmoreeffective?Ameta-synthesisofmeta-analysescomparingPBLtoconventionalclassrooms.
InterdisciplJProblemBasedLearn2009;3:44–58PBLsuperiorfor:LongtermmemoryretentionSkilldevelopmentStudentsatisfactionTeachersatisfactionTraditionalteachingsuperiorfor:Shorttermretention(asassessedbyexams)StrobelJ,
vanBarneveldA.
WhenisPBLmoreeffective?Ameta-synthesisofmeta-analysescomparingPBLtoconventionalclassrooms.
InterdisciplJProblemBasedLearn2009;3:44–58PBLissignificantlymoreeffectivethantraditionalinstructiontotraincompetentandskilled
practitionersandtopromotelong-termretentionof
knowledgeandskillsacquiredduringthelearning
experienceortrainingsession.Measuresofshort-termknowledgeacquisitionand
retentiongavemixedresults,buttendedtofavor
traditionallearningapproaches.AtUCL(UniversityCollegeLondon)weuseaMIXTUREofteachingmethodsAcoupleofexamplesofPBL(onescience-basedandonemoreclinical):Cellspecialisationintheimmunesystem-1Thecellsoftheimmunesystemprotectusfrompathogens,e.g.bacterial,viral,fungalorparasiticinfection.Mostofthecelltypesthatcomprisethissystemarederivedfrompluripotenthaematopoieticstemcellspresentinthebonemarrow.Thesestemcellsdifferentiatedowndifferentmyeloidorlymphoiddevelopmentalpathways(Figure1)intothevarioustypesofimmunesystemcells,eachspecialisedtocarryoutdifferentfunctions.Thedifferentiatedmaturecells,whicharereleasedtothe‘periphery’(atermimmunologistsusetodescribeanywhereoutsideofthebonemarrowandthymus),includethephagocyticneutrophilsderivedviathemyeloidpathway,
andtheB-lymphocytes
(B-cells)derivedviathelymphoidpathway.Cellspecialisationintheimmunesystem-2Thephagocytesengulfmicroorganismsintoastructurecalledaphagosome.Otherstructurespresentinthephagocytescalledlysosomescontain
microbicidesandfusewiththephagosomeleadingtosubsequentkillingofthemicrobe.Onetypeoflymphocyte,theT-cell,onlybecomesfullyformedafterdifferentiatinginthethymus.Anothertypeoflymphocyte,theB-cell,canfurtherdifferentiateintoplasmacellswhicharespecialisedtosecreteantimicrobialproteinscalledantibody.Theantibodymoleculesbindtothepathogenandthereby‘tag’itforsubsequentdestructionbyothercomponentsoftheimmunesystem,suchasphagocyticcells.NowlookatFigure2andanswerthequestions(onyourhandout)relatedtoneutrophilsandB-cells.Figure1-DifferentiationofhaematopoieticstemcellsintothespecialisedcellsoftheimmunesystemErythrocytePlateletsMonocyteB-cellNKcellDendriticcell(lymphoid)Self-renewingpluripotenthaematopoieticstemcellsCommonlymphoidprogenitorCommonmyeloidprogenitorT-cellDendriticcell(myeloid)MegakaryocyteThymusNeutrophilEosinophilBasophilMastcellBONEMARROWMacrophagePlasmacellMYELOIDDEVELOPMENTALPATHWAYLYMPHOIDDEVELOPMENTALPATHWAYPERIPHERYSelfrenewingpluripotenthaematopoieticstemcellBONEMARROWBLOODCIRCULATIONTISSUESMicrobes(+antibody)AntibodyzCelldifferentiation&specialisationB-cellFigure2-FOCUSONNEUTROPHILSANDB-CELLSNeutrophilEMEMNeutrophilEngulfmentLightmicroscopePlasmacellLightmicroscopeRecognition&bindingSecretionQuestions
1Whatdoyouthinkisresponsibleforinducingthechangesinthebonemarrowhaematopoieticstemcellthatallowsittobecomethedifferenttypesofcellsinthebloodcirculation,e.g.neutrophilsandB-cells?WhatisthesignificanceoftheB-celldifferentiatingintoaplasma
cell?WhatarethestructureslabelledXandYintheelectronmicrograph
(EM)oftheplasmacellandwhataretheirfunctions?
4Whatisthemainsecretedproductoftheplasmacell?5WhatwouldbetheconsequenceoftheabsenceofB-cellsin
patients?
Questions
6Whatisthedifferenceintheshapeoftheneutrophilnucleus
comparedtothenucleusoftheB-cellandplasmacell?
7WhatarethestructureslabelledZintheEMoftheneutrophiland
whatdoyouthinktheirfunctioncouldbe?
VIDEO-Phagocytosis
8Howdoyouthinkthataphagocytemightdetectthepresenceofa
microbe?
9Whydoyouthinkthatthebacteriaarenotkilledimmediately
followingengulfment?
Whatwouldtheconsequencebeifapatientdidnothaveany
phagocytes?4weekInfection&DefenceModuleforMedicalStudentsPBLCaseeachweek:Streptococcalsorethroat,TB,Malaria,HIVTheOrganism
Entry,spreadandvirulencefactors
Hostresponseandavoidance
Tissuedamage–mechanismsandcomplications
Diagnosis,treatmentandpreventionQUESTIONS:
InwhatwayisthediagnosisofHIVinfectionusuallymadeand
wh
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