Form Follows Function: Introducing a Comparative Hematology Course into the Post-Clerkship Phase of Medical School.

Marisa L Kometas, Ganesh Raman, Brian D Adkins, Siayareh Rambally, Sandra L Hofmann, William C Aird, Natalie Bavli

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In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Marisa L KometasDepartment of Internal Medicine, University of Texas Southwestern, Dallas, USA.

Ganesh RamanDepartment of Internal Medicine, University of Texas Southwestern, Dallas, USA.

Brian D AdkinsDivision of Transfusion Medicine and Hemostasis, Department of Pathology, University of Texas Southwestern, Dallas, USA.

Siayareh RamballyDivision of Hematology and Oncology, Department of Internal Medicine, University of Texas Southwestern, Dallas, USA.

Sandra L HofmannDivision of Hematology and Oncology, Department of Internal Medicine, University of Texas Southwestern, Dallas, USA.

William C AirdDivision of Hematology and Oncology, Department of Internal Medicine, Beth Israel Deaconess Medical Center, Boston, USA.

Natalie BavliDivision of Hematology and Oncology, Department of Internal Medicine, University of Texas Southwestern, Dallas, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Revisiting fundamental concepts during the post-clerkship phase of medical school promotes integration into clinical medicine. Our course uses evolutionarily derived hematologic adaptations to deepen students' understanding of pathophysiology. Methods: This week-long curriculum incorporated interactive seminars, laboratory experiments, and off-site activities. Students' perceptions of course value, knowledge, and impact were evaluated using pre-course, immediate post-course, and follow-up Likert surveys. Paired Results and Discussion: Our course increased students' confidence and sustained interest in hematology. These attitudes persisted into residency. This approach models the use of comparative and experiential methods to enhance hematology education.

Indexed as

Comparative physiologyHematologyPost-clerkship phase

Identifiers

PMID41112877

DOI10.1007/s40670-025-02420-w

PMCPMC12532976

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.