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Innovation in Education: Histology and Physiology Integration
Author(s) -
Shaw Phyllis,
Hanss Basil
Publication year - 2012
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.26.1_supplement.531.3
Subject(s) - histology , physiology , medicine , pathology
In Physiology and Histology there are many areas of thematic overlap. The courses were integrated to enhance the educational value of Histology and Physiology with optimal reinforcement of course materials (structure and function). Achievement of this goal included, integration of lectures, change in format of both courses, addition of hours, and change in sequence of specific topics; changes were as follows: Histology/Physiology ended on the same day. Exams were administered concomitantly; one more exam was added. Exams were restructured. Previously there were 6 hrs of exams for physiology and 6 hrs for histology. In 2011, there were 3 exams of 5 hrs each (3 hrs combined multiple choice questions (MCQ), 1 hr histology practical, 1 hr physiology essay). Combined MCQ exam contained 20% integrated histology/physiology questions. Histology lectures and labs preceded similar topics in Physiology, and in some cases, histology and physiology lectures were fully integrated (kidney module and GI module). In those cases where lectures were presented separately, both histology and physiology lecturers consulted with each other to integrate their material as closely as possible (Respiratory System and Female Reproductive System). The Course Directors feel that the GI System, Urinary System and the Female Reproductive System worked well. Student evaluations support this: GI = 4.12/5.0, Kidney = 3.76/5.0).