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The Development of an Educational e‐Module to Teach the Pathogenesis of Cancer Utilizing an Anatomical Donor Case Study
Author(s) -
Fortney Lane,
Kowalewska Jolanta,
Kolheffer Kerwin,
Elzie Carrie,
Wellman Laurie
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.s1.09679
Subject(s) - usability , cancer , h&e stain , medicine , curriculum , malignancy , pathology , pathogenesis , leiomyosarcoma , medical physics , computer science , psychology , immunohistochemistry , pedagogy , human–computer interaction
There is a significant need for understanding the complexity and gravity of cancer pathogenesis as it continues to be a leading cause of death worldwide. During a gross anatomy lab, students encountered a rare malignancy, Uterine Leiomyosarcoma, in one of the donors. After further investigation and confirmation of the diagnosis, this experience was used to develop an educational e‐module to teach cancer pathogenesis. Methodology Relevant measurements and photographs were obtained, as well as representative sections of the uterine tumor specimen and distant metastases. The Eastern Virginia Medical School Biorepository performed histological preparations from these tissues, including standard hematoxylin and eosin preparations, as well as staining for smooth muscle actin (SMA). A faculty pathologist confirmed the diagnosis of leiomyosarcoma, applying current inclusion criteria. The Storyline Articulate 360 software platform was used to generate a case‐based interactive e‐module with pre‐ and post‐test questions addressing the concepts of cancer pathogenesis, tumor heterogeneity, cancer nomenclature, lineage of differentiation, and cancer classification, relating these topics to the findings and likely clinical course of this case. Results The e‐module was beta tested for usability and accuracy with a focus group of faculty members who provided qualitative and quantitative feedback. The resulting e‐module will be implemented into a general pathology course taken by medical and graduate students in the spring semester of 2020. Data on usability, knowledge, and application of an anatomical donor case for understanding cancer pathogenesis will be collected. The outcomes of this process will be evaluated for future curriculum implementation. Conclusion The interactive e‐module developed is an effective pedagogical tool to reinforce students’ knowledge of cancer pathogenesis using an anatomical donor case study. Inspired by a pathological finding in a gross anatomy lab, this interdisciplinary educational opportunity integrates and enhances a pathology course from a dissection experience. The integration of this interactive e‐module into medical school curriculum has the potential to be a powerful resource for understanding the fundamental principles of neoplasia through a novel approach of utilizing findings from an anatomical donor. Support or Funding Information Support and Funding provided by the Contemporary Human Anatomy Program at Eastern Virginia Medical School