Integrated Self‐Study Medical Histology Modules: Innovative Approach

For the past seven years, at Oakland University William Beaumont School of Medicine (OUWB), increased emphasis is being placed to implement integrated medical curricula, especially those focusing on students' critical thinking and active participation in a clinically relevant approach. Consequently, the teaching of anatomical sciences, in particular Histology, suffered from a reduction in the teaching hours. In this regard, innovative strategies for teaching and assessment were encouraged to assure reaching the acquired competencies. Along this line, a histology module for each organ‐system was developed and interactive strategies were designed to promote student‐centered and active learning, teamwork and peer teaching as well as self and peer assessment. Students displayed considerable initiative in exploring the histological features of tissues, identifying the changes in various pathological states and recognizing the relationship to clinical manifestations. Such a well‐structured approach, with students working in small groups, enhanced active participation, critical thinking, and self‐directed learning in a clinical context. Different types of formative assessments were adopted in order to meet the expectations and challenges associated with acquiring the set of competencies in the integrated curricular. The study modules were designed for students to use modern and interactive technology for self and peer assessment. This peer teaching and peer assessment approach helped students identify areas of weakness and deficiencies, thus allowing for timely interventions to adjust and compensate for lacunes and provided a positive environment and a stimulus for improvement. In this era of periodic revisions of the medical curricula, assessment in a timely manner is getting a considerable importance in orienting such revisions. It is a key feature and a fundamental component to monitor and evaluate, at various levels, the rate of success as well as the direction of amendments to make. In this respect, this renewed approach to self and peer assessment is considered effective in enhancing life‐long learning skills and attitudes. It also can minimize the potential adverse impact of decreasing teaching hours in anatomical sciences, while ensuring that learning remains both meaningful and interesting. However, it takes more efforts from teachers and students. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .