PATHOLOGY IMAGE OF THE DAY: A TOOL FOR AUGMENTING VISUAL LEARNING IN A PROBLEM-BASED CURRICULUM

Jerome P. Tift and Anna N. Walker*, Mercer University School of Medicine, Macon, GA, 31207 U.S.A.

Purpose

Our school uses problem-based learning to teach basic science and pathology to first and second year medical students. Pathology is integrated into the curriculum throughout the first two years. We sought to supplement student learning of pathology and aid interpretation of visual information.

Method

Over the last four academic years, we have instituted an email-based “Pathology Image of the Day” (IoD). A series of multiple choice, vignette-style questions with attached images are sent electronically to all students in a class. The questions, while not identical to any on examinations, are of the same difficulty level.  The answer and a discussion

justifying the answer and explaining why the other foils are wrong follow each question in a separate email.

Results

A survey of students who had completed the first two years revealed that nearly all used IoDs to augment their studies. Some students saved the images for use as a "practice test" while studying for exams. Others read them upon receipt and also reviewed them prior to exams.  Since IoDs were incorporated into the curriculum, the outcomes on the pathology portion of the exams have been consistently better.

Conclusions

IoDs have increased significantly the number of pathologic images seen by students and also provided experience with vignette-style questions. Both faculty and students believe the IoDs have improved the students’ grasp of pathology.  The IoD concept can be adapted to other basic medical science subjects. Faculty from less visually oriented disciplines might consider implementing a “Problem of the Day.”