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Small Group Self‐Directed Learning Exercises Using a Cloud‐Based Interactive Website Facilitates Application of Histology to Pathological Diagnosis
Author(s) -
Ressetar Holly,
Palmer Bruce
Publication year - 2017
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.31.1_supplement.584.5
Subject(s) - virtual microscopy , medical education , histology , computer science , gross anatomy , medicine , pathology , medical physics , multimedia , psychology
The first year medical Human Structure course at West Virginia University is a combined gross anatomy/histology course that incorporates traditional microscopic study with use of our Histology OnLine v irtual microscopy website. The use of digitized histological images promotes student independent study but the downside has been a great decrease in student collaborative study. Histology is often overshadowed by the more time‐consuming gross anatomy and students don't recognize its importance until faced with the second year pathology course. Our goal was to place more emphasis on application of histology and also meet recent LCME (Liaison Committee on Medical Education) accreditation requirements. Current standards highlight student self‐directed (active) learning as well as integrative and clinically applicable teaching. In an effort to meet these standards and increase student interaction, we challenged the students with identifying 35 unidentified pathological specimens. Students were assigned to small study groups of 8. Using their acquired knowledge of normal histology, they were expected to identify the specimen type, describe abnormal features and utilize on‐line resources to match pathological features to a potential diagnosis. Using Firebase, a cloud‐based data storage system, we created a website where students could view the specimens and use a set of interactive tools to draw on the specimen, enter annotations and share information with each other and faculty. Students were allowed an unlimited number of attempts to submit their final collaborative diagnostic report for each specimen within a designated time frame. Faculty responded with “correct” or “try again” with accompanying comments. Each group also researched a disease of their choice and presented it in a Power Point presentation. A final quiz was given that covered all presentations. Student feedback/evaluation consisted of the ongoing interaction between students and faculty as well as peer evaluation. Students performed very well on the exercises. A semester end student survey indicated that they enjoyed the learning experience and felt that the clinical application was valuable. Support or Funding Information West Virginia University Academic Innovations