A practical hybrid model of application, integration, and competencies at interactive table conferences in histology (ITCH)

Abstract

Significant changes have been implemented in the way undergraduate medical education is structured. One of the challenges for component courses such as histology in medical and dental curricula is to restructure and deliver training within new frameworks. This article describes the process of aligning the purpose and experience in histology laboratory to the goal of applying knowledge gained to team-based medical practice at Tulane University School of Medicine. Between 2011 and 2015, 711 medical students took either a traditional laboratory-based histology course (353 students) or a team-based hybrid histology course with active learning in laboratory (358 students). The key difference was in the laboratory component of the hybrid course - interactive table conferences in histology-during which students developed new competencies by working in teams, reviewing images, solving problems by applying histology concepts, and sharing learning. Content, faculty and online resources for microscopy were the same in both courses. More student-student and student-faculty interactions were evident during the hybrid course but student evaluation ratings and grades showed reductions following introduction of table conferences when compared to previous ratings. However, outcomes at National Board of Medical Examiners(®) (NBME(®) ) Subject Examination in Histology and Cell Biology showed significant improvement (72.4 ± 9.04 and 76.44 ± 9.36 for percent correct answers, traditional and hybrid courses, respectively, P < 0.0001). This model of table conferences to augment the traditional histology laboratory experience exemplifies the extent that restructuring enhancements can be used in currently taught courses in the undergraduate medical curriculum. Anat Sci Educ 9: 286-294. © 2016 American Association of Anatomists.

National survey on anatomical sciences in medical education

“…In the previous survey, only 64% of the respondents indicated that their course was part of an integrated curriculum, compared with 98% in the current survey. This finding is supported by an increasing number of reports on the integration of microscopic anatomy into organ system‐based curriculum (Ettarh, ).…”

Clinical Case‐Based Image Portfolios in Medical Histopathology

“…Active learning in small groups was also beneficial in accommodating different student learning styles, providing students with an opportunity to think, discuss, and process module‐related topics as well as develop a stronger sense of teamwork, collaboration, and community. Active, group‐based learning in histology laboratories has been described previously (Bloodgood, ; Shaw and Friedman, ; Sahota et al, ) and shown to enhance performance in examinations (Ettarh, ). Importantly, current virtual microscopy viewer software allows sharing of annotated images between students and permits group learning (Sander and Golas, ).…”

“…group-based learning in histology laboratories has been described previously (Bloodgood, 2012;Shaw and Friedman, 2012;Sahota et al, 2016) and shown to enhance performance in examinations (Ettarh, 2016). Importantly, current virtual microscopy viewer software allows sharing of annotated images between students and permits group learning (Sander and Golas, 2013).…”

Clinical Correlations as a Tool in Basic Science Medical Education

“…At another medical school, a histology course uses clinical correlation within lectures to demonstrate how histology is related to disease and pathological conditions. 3 …”

“…For example, they can be very superficial, such as the relationship of histology to a disease condition during a didactic lecture. 3 Alternatively, they can involve deeper active-learning experiences such as concept mapping 4 or the use of patient simulator exercises. 5 Clinical correlations can be used to show that the basic science concepts being taught are relevant to medicine and thus of practical use, without requiring a student to learn details about a disease or its clinical treatment.…”