Abstract
Cadaver pathologies can be utilized as a basis for setting up clinical scenarios and making clinical connections. The pathology club of West Virginia School of Osteopathic Medicine, in collaboration with their faculty advisor and a biomedical science faculty member, developed a student-driven educational activity utilizing cadaver pathologies. In this article, we describe the utility of various educational strategies that help shift student learning from basic rote memorization to making connections with clinical practice in the design of this activity. The activity was created to enhance clinical reasoning, provide opportunity for peer teaching, and prepare for entrustment of providing oral presentation.
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