Use of Case Presentations and Peer‐Teaching to Enhance the learning of Cell and Tissue Biology in an Integrated Medical Curriculum

Abstract

The importance of learning normal histology is often lost on students who find studying slides via microscopes or virtual images boring. It is not until they begin studying how disease processes present in pathology that they discover the real need for knowing normal microstructure and function of cells, tissues and organs. The authors were interested in finding ways to enhance both excitement for the discipline and the desire to learn normal histology. The focus of this study was to determine if utilizing clinical case presentations (ie;, burn patient) in the histology laboratory would be an effective means of teaching the relevant normal histology of each organ system. Case presentations were put together in the format of a brief introduction to the patient history containing all pertinent information followed by a series of detailed questions specifically addressing a particular cell, tissue (ex: gland) or structural component of the organ system that might be affected (blood vessels, sweat glands, melanocytes, etc). The students then worked in teams to answer the various questions and determine what structures normally present in the organ system being discussed were damaged or injured and not functioning properly. These responses were then reported and explained to the remainder of the class at the end of the laboratory period. The students enthusiastically shared their responses with their classmates with additional details provided by attending faculty if incomplete or incorrect. The students have since requested that clinical cases be presented on a regular basis to enhance the learning environment in the histology laboratory.