School of Medicine and Health Sciences Poster Presentations

Title

Medical Students in a Hybrid Microscopic Anatomy Instructional Setting

Poster Number

217

Document Type

Poster

Status

Medical Student

Abstract Category

Education/Health Services

Keywords

medical education, pathology, histology, e-learning

Publication Date

Spring 2018

Abstract

Motivation:

As the number of hours dedicated to histology and pathology instruction in medical school declines, there is a need for innovative methods of instruction. At The George Washington University (GWU), medical students adapted the use of a hybrid teaching approach that combines formal lectures in histology and pathology, self-guided laboratory experiences, and independent study with the microanatomy and pathology atlas (MAPA) e-learning tool. This study aims to assess and compare the effectiveness of this hybrid model as GWU transitions to this approach.

The purpose of this study is to evaluate the hybrid model in its effectiveness and learning experience as perceived by the students. This study’s hypothesis is that principles of e-learning, when applied to a hybrid microanatomy instruction, will lead to increased student satisfaction and improved performance.

Approach:

As GWU transitions to this hybrid model, different classes of medical students encountered different elements of the new course structure. Both first and second year medical students will complete a survey on the perceived effectiveness of the separate elements of this hybrid model to compare experiences. In addition, attendance records and test scores in histology and pathology will also be gathered to evaluate the efficacy of this new curriculum relative to the transitional curriculum.

Preliminary Results:

In one component of the study, students who completed the survey demonstrated an overall satisfaction with new e-learning tool, MAPA. Among the class of 2021, 58% of those who responded stated that MAPA was exceptional or exceeded expectations, while 42% stated it met expectations. Of those who participated from the class of 2020, 57% thought the MAPA tool to be exceptional or exceeding expectations, and 36% believed MAPA met their expectations.

The results from the student examinations in histology and pathology have yet to be examined, and will be included at a later date. In addition, this study will further investigate the qualitative components of this model through personal interviews with students.

Preliminary Conclusion

The new curriculum was designed to combine various teaching methods: the lecture, small group, and independent study with the MAPA e-learning tool. There appears to be an upward trend in satisfaction between the two classes of medical students who experienced either the transitional or new curriculum. Preliminary results from both classes show that the MAPA e-learning tool was reported to enhance their learning of histology and pathology. The students in the new curriculum described an overall better learning experience than those in the transitional curriculum, which supports the hypothesis.

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Medical Students in a Hybrid Microscopic Anatomy Instructional Setting

Motivation:

As the number of hours dedicated to histology and pathology instruction in medical school declines, there is a need for innovative methods of instruction. At The George Washington University (GWU), medical students adapted the use of a hybrid teaching approach that combines formal lectures in histology and pathology, self-guided laboratory experiences, and independent study with the microanatomy and pathology atlas (MAPA) e-learning tool. This study aims to assess and compare the effectiveness of this hybrid model as GWU transitions to this approach.

The purpose of this study is to evaluate the hybrid model in its effectiveness and learning experience as perceived by the students. This study’s hypothesis is that principles of e-learning, when applied to a hybrid microanatomy instruction, will lead to increased student satisfaction and improved performance.

Approach:

As GWU transitions to this hybrid model, different classes of medical students encountered different elements of the new course structure. Both first and second year medical students will complete a survey on the perceived effectiveness of the separate elements of this hybrid model to compare experiences. In addition, attendance records and test scores in histology and pathology will also be gathered to evaluate the efficacy of this new curriculum relative to the transitional curriculum.

Preliminary Results:

In one component of the study, students who completed the survey demonstrated an overall satisfaction with new e-learning tool, MAPA. Among the class of 2021, 58% of those who responded stated that MAPA was exceptional or exceeded expectations, while 42% stated it met expectations. Of those who participated from the class of 2020, 57% thought the MAPA tool to be exceptional or exceeding expectations, and 36% believed MAPA met their expectations.

The results from the student examinations in histology and pathology have yet to be examined, and will be included at a later date. In addition, this study will further investigate the qualitative components of this model through personal interviews with students.

Preliminary Conclusion

The new curriculum was designed to combine various teaching methods: the lecture, small group, and independent study with the MAPA e-learning tool. There appears to be an upward trend in satisfaction between the two classes of medical students who experienced either the transitional or new curriculum. Preliminary results from both classes show that the MAPA e-learning tool was reported to enhance their learning of histology and pathology. The students in the new curriculum described an overall better learning experience than those in the transitional curriculum, which supports the hypothesis.