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The paradigm shift of medical education from being teacher centred to student centred and the practice of medicine from a doctor centred to a multi-disciplinary approach is here to stay. It is increasingly clear that although students appreciate the need for direction, they are comfortable with accepting responsibility towards the management of their own learning resources. Learning and participation are inseparable (Wlodkowski, 2003). Imparting the nuances of disease processes related to certain organ systems using didactic lecture formats do not appear to enhance the understanding of applied concepts and sustain interest among undergraduate medical students. A learning approach that keeps student interest on-going, encourages selfdirection and interaction, and expands problem solving skills though difficult to develop, is ideal. Reflective thought combined with computer aided teaching, is a more effective way of teaching (Dutta, 2011) and introduces increasing levels of clarity and uniformity in teaching.

Kaleidoscope: Bridging the visual gaps between terminologies and their implications in Investigative Medicine