Collaboration Between Basic Scientists and Clinicians: An Opportunity to Develop a Microanatomy Curriculum to Integrate Curricular Content and Encourage Student Interaction
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Collaboration Between Basic Scientists and Clinicians: An Opportunity to Develop a Microanatomy Curriculum to Integrate Curricular Content and Encourage Student Interaction
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<jats:p>Many microanatomy courses still maintain a traditional approach to student instruction. This consists of a didactic presentation followed by a laboratory session, which uses specimens either on glass slides, specimens viewed virtually or a combination of the two. Maintaining the time required to conduct these two separate sessions within an educational climate that promotes independent student study time and integration of course information, is problematic.</jats:p><jats:p>In an effort to encourage student interaction, basic scientists and clinicians at the Cleveland Clinic collaborated to create a case‐based microanatomy curriculum facilitated with the aid of a virtual microscopy system. They then identified time points, in each of the organ system courses, where microanatomy seminars would appropriately integrate with other course content and problem based learning cases. Student preparation for these seminars requires that they review the cases and examine virtual microscopy images. To encourage student participation during the seminar, the faculty member facilitates discussion of these cases with guiding questions and image review.</jats:p><jats:p>Evaluation of students in this program occurs through a competency based portfolio system rather than graded quizzes or exams, thus numerical course data over time are not available. Other metrics that are available include; end of course reports, graduation questionnaire ratings and USMLE Step 1 scores. Overall student feedback regarding the end of course reports indicate that they feel there is “Appropriate Coverage” of histology content. In addition, graduation questionnaires indicate that the majority of students felt their study of microanatomy/histology was “Good” or “Excellent”, which helped them prepare for clinical clerkships and electives. Finally, students have consistently performed above or significantly above the national average for Histology/Cell Biology on USMLE Step 1.</jats:p><jats:p>This approach to microanatomy instruction successfully addresses the desire to shorten student class time, integrate curricular content and encourage student interaction.</jats:p>