Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques

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• 作者：Alexander R. Carbo^a ; ^b ; Paola G. Blanco^a ; ^b ; Fiona Graeme-Cooke^c ; ^b ; Joseph Misdraji^c ; ^b ; Steven Kappler^a ; ^b ; Kitt Shaffer^e ; Jeffrey D. Goldsmith^d ; ^b ; Tyler Berzin^a ; ^b ; Daniel Leffler^a ; ^b ; Robert Najarian^d ; ^b ; Paul Sepe^a ; ^b ; Jennifer Kaplan^d ; ^b ; Martha Pitman^c ; ^b ; Harvey Goldman^d ; ^b ; ¹ ; Stephen Pelletier^b ; Jane N. Hayward^a ; Helen M. Shields^a ; ^b ; ^{hshields@bidmc.harvard.edu}
• 关键词：DAVE ; Digital Atlas of Video Education Project ; IRAT ; individual readiness assessment testing ; GRAT ; group readiness assessment testing ; ERCP ; endoscopic retrograde cholangiopancreatography
• 刊名：Pathology - Research and Practice
• 出版年：2012
• 期刊代码：28_03440338
• 类别：bio
• 出版时间：15 May, 2012
• 卷：208
• 期：5
• 页码：300-305
• 文件大小：1200 K

摘要

In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system.

Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups.

Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning.

Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction.