Integrating Patient-Centered Learning Strengthens Concept Mastery, Problem-Solving, and Patient Awareness in Undergraduate Immunology

Sarah Sletten^*Dawn Cleveland

• University of North Dakota, Grand Forks, United States

Background: Immunology is a complex subject that students and instructors often find challenging. Active learning (AL) strategies, particularly patient-centered learning (PCL) within a team-based learning (TBL) framework, may enhance student engagement and conceptual understanding while fostering clinical reasoning and empathy development.Methods: This study examines the effectiveness of PCL case studies in an undergraduate immunology course at a public R1 university. Students engaged in multi-day case studies, analyzing patient histories, symptoms, diagnostic results, and treatment plans while integrating foundational immunology concepts. Data were collected through end-of-course evaluations, including a Likertscale item (quantitative) and two open-ended questions (qualitative).Results: Students reported high agreement (mean = 4.72, SD = 0.74) that PCL enhanced their understanding of immunology. Thematic analysis of open-ended responses revealed six key learning outcomes, including real-world application, critical thinking, preparation for medical careers, and patient connection. Additionally, students identified diagnostic reasoning, problem-solving, and teamwork as skills gained. However, empathy was not explicitly mentioned, suggesting a need for more structured reflection-based activities in undergraduate coursework.PCL improves concept mastery, clinical reasoning, and diagnostic skills in undergraduate immunology education. However, while case studies introduced patient-centered elements, students did not self-report increased empathy. Future course designs should incorporate intentional scaffolding of empathy development, such as guided reflections and interprofessional discussions, to better integrate scientific knowledge with humanistic awareness.