Designing pathology teaching lab activity for medical students

Abstract

The labs were designed to create an opportunity for independent learning, active learning and recapitulation of information from basic sciences and applying them in a clinical context and eventually developing a clinical vignette based on an image provided. The students were divided into groups of 12 and the images provided a week in advance. Each student was directed to study the image and answer the following questions what is the structure (give reasons); how is it different from normal; what would be the diagnosis on these observations; list 3 symptoms, signs and investigations for a patient with this disease; what results do you expect in the lab tests; course and complications; write a clinical vignette for this patient and two MCQs. The students post this data on their group website and present the same to their group the next day under the supervision of the faculty. They generate 400 patient stories based on images provided in 16 weeks and 30% test items are linked to images. We have practiced this on over 11,000 students so far. Students improved their communication skills and performed extremely well in the exams requiring clinical analysis. The step 1 USMLE pass rate improved to 98%.