Introduction: Medical students are introduced to skin rashes during their preclinical years and often express difficulty in differentiating the underlying mechanisms. The preclinical lessons regarding immunologically mediated skin rashes are largely forgotten by the time the students begin diagnosing and treating skin rashes during clinical rotations. This module aims to enhance student understanding of immunologic concepts by integrating material across disciplines, contextualizing within a clinical scenario, and providing opportunity for self-testing. Methods: A diagram illustrating immune responses in allergic contact dermatitis was used in the Texas Tech University Paul L. Foster School of Medicine preclinical curriculum. This diagram was updated as an audiovisual learning module that traced the immune mechanisms and pathogenesis of contact dermatitis from allergen exposure to skin-rash development. A self-assessment quiz and a clinical vignette with questions were included in the module. Student usage was monitored, and an in-class survey evaluating student perception was administered. Results: Sixty-four (58%) first-year medical students used this module. Twenty-eight students completed the in-class survey. Over 95% of respondents felt that the module helped them learn the new material, identify areas of weakness, and both understand the underlying pathology and big picture for this immune response. Discussion: Student survey results indicate the module is clinically relevant and enhances learning. The module may be used as a component of self-directed learning in any immunology curriculum or may be used in any basic immunology course to exemplify the role of the immune system in disease.

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Review of the literature indicates that cadaver biopsies are rarely used in undergraduate medical education. The Paul L. Foster School of Medicine preclinical curriculum integrates basic and clinical sciences. Tankside Grand Rounds (TSGR) is a capstone experience at the end of preclinical training wherein students deliver a formal case presentation of their cadavers' suspected cause of death and premortem clinical course. Beginning with the class of 2016, every dissection team was required to take cadaveric biopsies and analyze them with pathology faculty. Assessment data indicates that this activity significantly improved TSGR presentations. We wondered how students felt it impacted them. An institutional review board (IRB)-approved survey was sent to the class of 2016 in March of their third year via email, containing a URL, and responses were gathered using Qualtrics (Provo, Utah). The survey consisted of 15 questions about degree of involvement, perceived benefits, and impact on interest in pathology. Forty-four of 73 students responded, for a 60% response rate. All respondents performed cadaver biopsies and reviewed them with faculty. Respondents agreed that cadaver biopsies improved their understanding of pathology (77%), were helpful in learning clinical connections (73%), and increased their interest in pathology/laboratory results during clerkships (60%). Ninety-eight percent agreed that this activity should continue in future years, and 24% agreed that it increased their interest in choosing a pathology residency. Free responses describing strengths fell into four themes: increased understanding of cadaver demise, anatomic relations, microscopy and histologic diagnoses, and small group learning with pathology faculty. Themes for improvement were better instruction on tissue sampling and sample processing. We concluded that students found cadaver biopsy integration with TSGR to be a valuable learning experience. It improved students' understanding of and interest in pathology. Follow-up on the number of these students applying for pathology residencies is needed. This is a unique and innovative learning tool that might be useful at other schools.

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