ePOSTER | ||
Theme: 5JJ Interprofessional education 2 |
Abstract Title | ||
'Pathological Mechanisms of Disease',an interprofessional module for students from any programme |
Authors: |
Carr Norman Lawrence Wendy Hunt Alan Blunt Matt Shepherd Nick |
Institutions: | Faculty of Medicine, University of Southampton, United Kingdom |
Interest in disease processes among university students extends beyond medical and allied professions, although appropriately targeted, structured and accessible learning resources are relatively few. We have developed a novel module that introduces students to disease mechanisms, e.g. metaplasia, neoplasia and inflammation, and then engages students in a group project that allows them to experience working in a team, including giving and receiving constructive feedback.
After introductory sessions introducing or revising knowledge of biological basics, the teaching of pathological principles is mostly delivered on-line using interactive eLearning packages that include problem-solving with immediate feedback. Opportunities are also provided for students to visit pathology laboratories with their pathology tutors. Students also undertake a group (5 members) project exploring a topic of their choice in which they apply what they have learnt by working in small group sessions (some facilitated), based on principles of peer-to-peer and interprofessional learning. Summative assessment is by a multiple choice paper and their final group project presentation and also incorporates an element of peer assessment.
Most of the didactic component of the module is delivered via interactive on-line activities called 'Pathology Interactive Practicals' (PiPs) and selected screenshots are shown below:
Images can be enlarged and labels toggled on and off.
There are interactive questions with immediate feedback.
- The module has been taken by psychology, criminology, geography, chemistry and anthropology students and is popular and over-subscribed.
- Evaluation has been positive, with humanities students commenting that they understood the concepts.
- The teamwork was also a positive experience (“Working in teams is not something we do anywhere else.”)
- Projects have been imaginative and of high quality - see the accompanying link for an example of one group's recent web-based "Prezi" presentation. http://prezi.com/2ontl6roxjeh/?utm_campaign=share&utm_medium=copy&rc=ex0share
- Interestingly, students have not reported any concerns about the peer assessment process.
Pathological principles that are taught to medical students can be learnt by students studying a wide range of other subjects. These principles can be applied in creative ways to develop important team-working skills
Pathology is not just for healthcare students and can be part of an interprofessional learning experience