​​​This page will help you understand WHY writing an abstract is crucial in documenting and understanding the curricular content of the session. You will also find a number of sample abstracts that will help you write yours.  

Why write an abstract?

The abstract is important to understand the teaching methodology and how the learning objectives will be met.  An abstract is a brief summary describing the purpose of the session. We are hoping that the few sentences in an ‘abstract’ will give course planners information about more than just learning objectives (ex: flipped classroom, discussion vs lecture) and just a tiny bit more depth.  If we have 5 sessions on Type 2 Diabetes that all list objectives such as “diagnosis and treatment”, a short abstract will help course planners work towards how each sessions should be sequenced in the new curriculum and how they fit together.  In addition, an abstract will help new teachers prepare their sessions. 

When preparing to read a Journal Article you simply cannot understand what the article is about by looking at the Keywords or conclusion – you read the abstract. 

Below you will find a few examples of what we are looking for in the abstract section of the Educational Activity Form: 

  1. MEDD 411 - Week 4 - Fetal Development - Week Abstract

    • This week builds on the gross and microscopic anatomy concepts introduced in MEDD 410 by presenting the general organization of the body as well as fetal development during a normal pregnancy. The critical phases of fetal development will be approached by considering aspects of genetics, formation of the zygote, development of the embryo and fetus, and the week will provide a discussion of approaches to monitoring normal pregnancy. The case of this week is based on a normal pregnancy.

  2. MEDD 411 - Week 6 - Breast Mass - CBL Abstract

    • This case presents a 63-year-old woman who discovers a breast lump. There is some family history of breast cancer. She has had regular screening mammograms and has never had any abnormalities detected. She took hormone replacement therapy for 1 year from age 50-51 for hot flushes but was advised to stop by her family doctor due to potential increase in risk of breast cancer. This case explores the importance of screening, treatment guidelines, patient counselling and education in medicine.

  3. MEDD 411 - Week 9 - Heart Murmur - Dissection of Middle Mediastinum and Heart (Preload Lab) Abstract

    • This session builds on the content from the preceding "Anatomy of the Thorax: Pleural Cavities, Thoracic Walls and Lungs" session and provides the opportunity to relate the anatomy to the dissection of the heart with focus on the internal and external anatomy as well as on the diagnostic imaging of this region.

  4. MEDD 411 - Week 13 - GI Bleeding - Immune Mediated Disorders of the GI Abstract

    • This session will address the pathophysiology, main differences in the presentation and management of patients with Crohn's disease, ulcerative colitis, celiac disease, and distinguish them from irritable bowel syndrome. This session will also present two cases to illustrate the broad principles for the management of the inflammatory bowel diseases.