Renal – SMD 554

Total Contact Hours:

45 hours

Course Director:

Adrian Corbett, Ph.D.
Associate Professor of Physiology and Biophysics

Course Description:

This course focuses on the role of the renal system in maintaining homeostasis of the human body, and how acute and chronic diseases impact its functioning. Through presentation, problem sets, team-based learning, and case discussions, the student solves acid/base balance problems, recognizes the signs and symptoms of renal disease, and relates the impact of renal disease on the other organ systems.


Course Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1. Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4. Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1

Identify the key anatomic and histological features of the urinary system, including the kidneys, ureters, bladder, and urethra.

MCQ Exam

Term 2 Exam

Practice Questions (Notepack)

Textbook Readings

Notepack

Live Lectures

K1

Given a case vignette of a patient with a possible disorder in one or another of the following physiologic domains, identify its pathogenesis and compare to the normal physiologic state: glomerular filtration, renal blood flow, tubular reabsorption and secretion, urine concentration, and acid-base balance.

MCQ Exam

Term 2 Exam

ARS questions (Physiology Review Session)

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

K1

C2

P1

Given a case vignette of a patient with a disease or disorder in one of the following domains, identify the key pathogenic features and common clinical presentations: glomerular diseases; diseases affecting tubules, the interstitium, and blood vessels; congenital anomalies; cystic diseases; and neoplasms.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

 

K1

C2

P1

Given a case vignette of a patient with disease or disorder in the following areas, identify the key pathologic and common clinical features, including prognosis: ureters, bladder and urethra.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

 

K1

C2, C3

P2, P3

 

Interpret urinalysis results to make decisions about the pathophysiology, diagnosis, and treatment of urinary tract disease.

TBL IRAT/GRAT

MCQ Exam

Term 2 Exam

Clinical Case Sessions

TBL  GAPP

Textbook Readings

Notepack

Live Lectures

K1

C2

P1

Given a case vignette of a patient who has been given or needs a diuretic agent, describe the actions, use, and adverse effects of the possible choices.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

 

Textbook Readings

Notepack

Live Lectures

C2

P1

 

Using a clinical research article addressing renal injury, critically appraise this evidence addressing harm in terms of its validity, clinical importance, and applicability to individual patient.

CDM Exercise

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

K1, K2, K3

C2

P1, P2

Given an undifferentiated case presentation of a patient with a probable disease of the renal system, compose a realistic working diagnostic differential, identify further tests or procedures needed to make a diagnosis.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

C2, C3

P1, P2, P3

Solve increasing complex clinical problems through discussion with peers and faculty.

TBL  IRAT/GRAT

Clinical Decision Making Sessions

TBL  GAPP

 

C2, C3

P1, P2, P3

Teach and learn from fellow students through peer-to-peer interactions.

TBL  IRAT/GRAT

CDM Exercise

TBL  GAPP

 

C2, C3

P1, P2, P3

Provide constructive feedback to peers and respond to constructive feedback.

TBL peer feedback at end of Term 2