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Weaving Histology into the Fabric of Medical Education: Histology as a Foundation for Integration and Application
Author(s) -
Goldman Haviva M
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.00369
Subject(s) - curriculum , multidisciplinary approach , virtual microscopy , medical education , integrated curriculum , modalities , perspective (graphical) , histology , medicine , psychology , pathology , pedagogy , computer science , sociology , artificial intelligence , social science
Over the past two decades, histology education in the health sciences has undergone a dramatic shift both in method (use of virtual microscopy) and curricular focus (decrease in hours; increased integration). While this new landscape introduced challenges for histology teaching, histology’s strengths as a conceptual link between molecular/cellular level mechanisms and organismal structure and function make it an ideal springboard for integrating multiple disciplines in creative ways, allowing the discipline to play a key role in building both foundational knowledge and clinical diagnostic skills. At Drexel University College of Medicine, histology is taught as part of an integrated curriculum that takes a sequenced normal (yr 1)/abnormal (yr 2) approach. Content delivery utilizes a flipped‐classroom approach, and histology is integrated within four different types of delivery methods including integrated online ‘Independent Learning Modules’; Histology focused (but integrated) ‘Laboratory Reviews’ including scavenger hunt and mystery slide exercises; multidisciplinary ‘Think‐Pair‐Share’ sessions; and multidisciplinary ‘Team Based Learning’ sessions that focus on clinical application. Specific examples of each of these integrated modalities will be presented with a focus on highlighting the challenges and opportunities these approaches afford from the perspective of the discipline, the educator, the student, and ultimately the clinician.