Microscopes and computers in small‐group pathology learning
Maryse Fiche, Raphaël Bonvin, Fred T. Bosman · Medical Education · 2006
Context and setting The undergraduate general pathology course in our medical school includes laboratory sessions for the study of normal and pathological microscopic morphology. The traditionally dedicated classroom used to comprise 100 microscopes set up to face the teacher's desk. For students, these sessions consisted of individually analysing tissue sections, with the teacher's demonstration transmitted via TV screens. Over the years, however, student attendance at laboratory classes became very low, despite an attempt to reorganise the course format so that instead of using individual slides, it used a combination of slides within the context of a clinical history. Why the idea was necessary In 2001, the technical equipment (microscopes, TV screens, microphones) was timeworn and had to be replaced. Meanwhile, the School was preparing a new curriculum favouring student autonomy, small-group tutorial sessions and integrated teaching. The Departments of Micromorphology and Pathology decided to collaborate on the design of a totally new microscopy classroom based on these educational concepts, as well as up-to-date technology. What was done A new classroom was built. It includes 20 tables for up to 6 students, each equipped with 1 double-headed microscope and 1 computer, and a similarly equipped teachers' table. A dedicated software package allows students to view the microscope image on the computer screen, take pictures and integrate them in their files. A second dedicated software package allows communication between the teacher's and students' computers, file transmission and collection, and demonstration of images or documents. Laboratory sessions have been redesigned to include small-group work on clinical cases which embed microscopic examination of normal and pathological tissue sections within the context of clinical, imaging and gross information. This information is easily dispatched using multimedia equipment. The whole course includes 17 sessions, designed to allow students to expand their knowledge of the disease mechanisms presented during the lectures that precede the laboratory classes. Students work in the classroom on PowerPoint files prepared by teachers. They are guided through the file to recall their previous knowledge and apply it to analysing problems, viewing selected slides, answering short questions and possibly by inserting microscopic photographs. Each small group works at its own pace and 1 or 2 teachers are present for questions and help. Student knowledge can be assessed at the end of the session through a short quiz. Most students copy their files and use them at home for examination preparation. Evaluation of results and impact After 2 years of implementation, attendance at pathology laboratory classes has dramatically increased. Surveyed students appreciate the technology as well as the small-group work. During a focus group, teachers also provided a positive perception of the change. The full potential of this equipment is, however, still to be reached, through continued innovation, especially as a tool for facilitating integrated learning and triggering students' lifelong learning skills.