CASE TEACHING NOTES
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CASE TEACHING NOTES
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This case study was developed to introduce students to the role of metal ions and coordination chemistry in biological systems. It can also be used in the development of decision-making skills. It would be applicable to any of a number of courses at the interface of biology and chemistry, including Biochemistry, Molecular Biology, Bioinorganic Chemistry (the study of the involvement of transition metals in biological systems), Bioethics, and others. We have used it in both upper and lower division courses ranging from Advanced Inorganic Chemistry (where it is used to show the application of coordination chemistry to living systems) to Introduction to Organic Chemistry and Biochemistry for Nurses (where it is used to initiate a discussion of the structure and function of hemoglobin).
Students are presented with a case in which two young parents learn that their child is suffering from the genetic disorder thalassemia, also known as Cooley's anemia. The treatment for this disorder requires a lifetime commitment to whole blood transfusion and chelation therapy (both administered on a daily to weekly basis). The biggest obstacle to long term survival is patient non-compliance. The students read the case study and then investigate a series of questions. They must, ultimately, decide how they would treat the child if they were his parents.
Upon completion of this case, students should be able to:
This case is set up in the decision or dilemma mode. Students read the case individually and then are placed into small groups of four or five. Group members choose a spokesperson, a reader, and a facilitator. The reader then rereads the case to the entire group, with the questions being considered as the case is reread. The facilitator leads this discussion and keeps the group focused. Each group is then given until the following class session (individual instructors may want to give more time) to research answers to the study questions; for upper division courses we provide copies of the articles listed in the References section. The amount of detail expected of the students will depend on the level of the course. When the case study is taken up again, the instructor leads the discussion by considering each question in turn; the spokesperson for each group presents to the class their group's answer to the respective questions. Following this discussion of the class as a whole, individual groups reconvene to consider, in their role as Peter's parents, their decision as to Peter's fate. Each group briefly defends their reasons for making their particular decision. These are shared with the class and then collected by the instructor.
The major blocks of analysis covered in this case study include the types, causes, symptoms, and treatments of thalassemia; coordination chemistry; iron transport and storage; the toxic effects of iron overload on the body; and chelation therapy.
Answers to the questions posed in the case study are provided in a separate answer key to the case. Those answers are password-protected. To access the answers for this case, go to the key. You will be prompted for a username and password. If you have not yet registered with us, you can see whether you are eligible for an account by reviewing our password policy and then apply online or write to answerkey@sciencecases.org.
Acknowledgements: This case was developed with support from The Pew Charitable Trusts as part of a Case Studies in Science Workshop held at the University at Buffalo, State University of New York, on May 20-24, 2002. The authors wish to thank the reviewers for their insightful comments and suggestions.
Date Posted: 03/28/03 nas
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Originally published at http://www.sciencecases.org/cooley/cooley_notes.asp
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