A Case for Cystic Fibrosis (CF): A Québec Perspective

By Heather Fice and Véronique Brulé , McGill University

A Case for Cystic Fibrosis (CF): A Québec Perspective

At a Glance

Discipline

  • STEM
  • Biology

Instructional Level

  • University

Course

  • Genetics

Tasks in Workflow

Social Plane(s)

  • Individual
  • Whole Class

Type of Tasks

  • Discussing
  • Solving problems
  • Analyzing
  • Creating & designing

Technical Details

Time

  • Semester long

Instructional Purpose

  • Application & knowledge building

Overview

In this interrupted case study, students take on the role of a geneticist helping an individual recently diagnosed with cystic fibrosis. By working through the case study, students learn to approach the genetics of cystic fibrosis from multiple perspectives, and also develop soft skills such as scientific literacy and communication through reading and writing exercises.

Over the course of the semester, students complete six modules that explore the different genetic aspects of cystic fibrosis. Module 1 establishes the case study scenario, providing students with relevant background information, while Modules 2-6 build on the initial scenario, adding information that challenges students to connect disparate genetics concepts together.

A guest lecture at the end of the semester with a cystic fibrosis researcher helps to consolidate the information students learned throughout the modules, and provides students with an opportunity to learn about current genetic research related to cystic fibrosis treatment and management.

Instructional Objectives

  • Be able to combine genetics concepts together to interpret the genetic basis of cystic fibrosis;
  • Be able to communicate the genetic aspects of cystic fibrosis to both lay and expert audiences.

Workflow & Materials

Workflow

Activity Workflow

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Document

Lesson Presentation

Heather Fice and Véronique Brulé

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Document

Worksheet

Heather Fice and Véronique Brulé

Contributor's Notes

Benefits
Challenges
Tips
Benefits
  • Contextualizes abstract genetic concepts using a relevant, real-world scenario;
  • Helps students identify links between seemingly disparate genetic topics covered throughout the semester;
  • Provides an opportunity for students to practice scientific writing.
Challenges
  • Grading: many of the assignments took more time than anticipated to grade;
  • Consistency of case study information: because the course was team-taught, the depth of case study information covered for each module differed among the instructors.
Tips
  • Modify the assignments to reflect course resources (e.g., TA availability and workload.);
  • Incorporate the case study material into the course lecture content so that there is a strong connection between the case study modules and the genetics concepts being taught. This can help to minimize discrepancies in team-taught courses;
  • Case study modules 2-5 can be reordered depending on the content covered within a particular genetics course.