ePOSTER  
Theme: 5JJ Interprofessional education 2
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Abstract Title Logo
'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
Background

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.

Summary of Results
  • 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.

 

 

Conclusion

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

Take-home Messages

Pathology is not just for healthcare students and can be part of an interprofessional learning experience

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Background
Summary of Results
Conclusion
Take-home Messages
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