Integrating Histology, Gross Anatomy and Histopathology in a Case Based Approach to Inflammatory Bowel Disease

Abstract

At Oakland University William Beaumont School of Medicine (OUWB), integration has progressed beyond the basic concept of horizontal and vertical integration. We now emphasize student‐directed learning, active learning, development of interpersonal skills, problem solving, and self‐reflection. Inflammatory Bowel disease (IBD) has two major constituents: ulcerative colitis and Crohn's disease. It can involve any segment of the GI tract, as well as other systems that share clinical and pathological characteristics. As such, IBD serves as an excellent model for how we accomplish integration within our curriculum.We will use clinical scenarios of IBD cases, with learning objectives defined by the students. Students will address comprehensively the anatomy, histology, histopathology, and pathophysiology in a manner that will provide a thorough understanding of the disease. Then, they will establish a final diagnosis. This approach will be facilitated by making available to the students a wide variety of resources. Students and instructors will grade these activities along with formal evaluations based on well‐defined criteria.This student‐directed strategy requires a major shift in the way educators think about medical school teaching. It is a successful integration approach whereby students themselves take initiative and responsibility for determining what is worthwhile to learn. In addition to horizontal integration and vertical integration, it offers several intangible benefits. Chief among those benefits is building a community of students with high level of skills and professionalism.As time goes on, new educational activities will be initiated that will promote student‐directed learning, critical thinking and working collaboratively.