[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594770-105":3,"doc-detail-594770-en":79,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","using-a-thyroid-case-study-and-error-plausibility-to-introduce-basic-lab-skills","Using a Thyroid Case Study and Error Plausibility to Introduce Basic Lab Skills","","A three-hour teaching laboratory session uses real-life thyroid medication scenarios to help students review core lab concepts and techniques while reinforcing physiology fundamentals and chemical calculations. Learners analyze common medication-related errors and discuss which mistakes are “significant” in a teaching-lab context, emphasizing consequences for outcomes. Hands-on solution preparation highlights error-prone steps in weighing, dimensional analysis, and solubility-driven formulation, and pipetting activities distinguish accuracy versus precision and identify error sources.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-a-thyroid-case-study-and-error-plausibility-to-introduce-basic-lab-skills/594770/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-a-thyroid-case-study-and-error-plausibility-to-introduce-basic-lab-skills/594770.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is the purpose of this 3-hour lab session?","Question",{"text":61,"@type":62},"To review basic lab concepts and important techniques using real-life scenarios tied to thyroid medication and health-field issues.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How does the lab define “significant” errors?",{"text":66,"@type":62},"It distinguishes a teaching-laboratory/medical meaning of “significant” as an error that demands attention because it is consequential to the outcome, contrasting with the statistical definition.",{"name":68,"@type":59,"acceptedAnswer":69},"Which laboratory skills do students practice to identify error sources?",{"text":70,"@type":62},"Students practice calculations (including dimensional analysis), weighing accuracy and balance precision limits, preparing homogeneous solutions considering solubility, and pipetting to differentiate accuracy versus precision.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},594770,1792079810,{"code":4,"msg":80,"data":81},"success",{"doc_id":77,"user_id":82,"nickname":42,"user_avatar":83,"doc_module":4,"category_id":84,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":85,"file_id":86,"file_url":87,"file_type":88,"file_size":89,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":90,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":78,"read_time":95},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",7,"Using a Thyroid Case Study and Error Plausibility to Introduce  \nBasic Lab Skills  \nSamantha Browning, Margaret Urschler, Katherine Meidl, Brenda Peculis and  \nMark Milanick*  \nDepartment of Medical Pharmacology and Physiology, University of Missouri, Columbia MO  \n65212  \n*[Corresponding Author:](Corresponding Author: milanickm@missouri.edu)[ ](Corresponding Author: milanickm@missouri.edu)[milanickm@missouri.edu](Corresponding Author: milanickm@missouri.edu)  \nAbstract: We describe a 3-hour session that provides students with the opportunity to review basic lab concepts and important techniques using real life scenarios. We began with two separate student-engaged discussions to remind/reinforce some basic concepts in physiology and review calculations with respect to chemical compounds. This was followed by activities designed to have the students examine and identify a wide variety of errors that can be made when taking/prescribing medication. This ultimately led to a discussion of whether a particular error can be considered “significant”. In our (teaching laboratory/medical) context, the term“significant”meant an error or mistake that demands attention, as it is consequential towards the outcome. Hands-on experience of making solutions allowed the students to critically assess and attribute error prone steps to specific techniques including: calculations (including dimensional analysis), weighing out material (accuracy in weighing and the precision limits of the balance) and the role solubility can play in making homogeneous solutions. The pipetting activity gave the students hands on and scenario based opportunities to distinguish between accuracy and precision and to identify sources.  \nKeywords: thyroid hormone, laboratory skills, laboratory mistakes  \nINTRODUCTION  \nNot surprisingly, many studies show that students are more actively engaged in their learning when they see real life examples. Comprehension of abstract concepts is more complete when they can visualize a real lifeexample of an actual application or that abstraction. For example, a scenario demonstrating the chemistry of recreational drugs helped the students to appreciate the relevance of the science they are learning (Fergus et al., 2015) . Popil (2011) has reviewed how real life scenarios that provide information to be analyzed and ask openended questions can be used to promote critical thinking.  \nCurrently, many of the STEM enrolled college students in the United States are interested in future careers in the health field. We realized a need for real life  \nscenarios for students in introductory classes that would reinforce abstract concepts that involved health field related issues. Adding one or two laboratory sessions could help the students learn some basic lab techniques while reinforcing the fundamental concepts. In this lab, using real life scenarios, the students learn the importance of good lab practices and the consequences that can occur from errors due to poor lab skills.  \nWe focused on thyroid hormone and thyroid disease because over 10% of Americans are expected to have a thyroid condition in their lifetime. Thyroid hormone dosages also lend themselves well as a subject for in-class activities. Students who want to pursue a career in the health field are more likely to become engaged in the mathematical applications of unit conversions, dimensional analysis and potential source of errors than if they simply  \nare to calculate the answer to the problem in the book. We were also inspired by the thyroid detective case developed for teaching physiology (Lellis-Santos, et al., 2011) .  \nParent et al.,(2010) point out that\"students who are asked to generate a prescribed outcome from completing a protocol generally don't care much why they are doing each step as long as they get the\"right\" answer.\" Because of this, \"students begin to believe that science is about the answer and not about the process. When aiming only for the end result student","cbCaim40ui4liajh","https://ap.wps.com/l/cbCaim40ui4liajh","pdf",276614,9,"English","# Abstract\n# Introduction\n# Methods\n## Discussion One, Part A: Understanding physiology of medication","[{\"question\":\"What is the purpose of this 3-hour lab session?\",\"answer\":\"To review basic lab concepts and important techniques using real-life scenarios tied to thyroid medication and health-field issues.\"},{\"question\":\"How does the lab define “significant” errors?\",\"answer\":\"It distinguishes a teaching-laboratory/medical meaning of “significant” as an error that demands attention because it is consequential to the outcome, contrasting with the statistical definition.\"},{\"question\":\"Which laboratory skills do students practice to identify error sources?\",\"answer\":\"Students practice calculations (including dimensional analysis), weighing accuracy and balance precision limits, preparing homogeneous solutions considering solubility, and pipetting to differentiate accuracy versus precision.\"}]","Using a Thyroid Case Study and Error Plausibility to Introduce Basic Lab Skills | PDF",23,{"code":4,"msg":80,"data":97},[98,102,106,110,115,120,123,128,132,135,139],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Exam",70,"exam",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},5,"Comic",60,"comic",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},6,"Technology",50,"technology",{"id":84,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":121,"slug":122},40,"healthcare",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},8,"Research & Report",30,"research-report",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":130,"slug":131},"Religion & Spirituality",20,"religion-spirituality",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":130,"slug":134},"World Cup","world-cup",{"id":136,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":136,"slug":138},10,"Lifestyle","lifestyle",{"id":140,"doc_module":4,"doc_module_name":25,"category_name":141,"show_sort_weight":111,"slug":142},19,"General","general"]