DIGITAL MUSEUMS AND VIRTUAL SLIDES FOR INTEGRATED, CASE-BASED TEACHING OF BIOMEDICAL SCIENCES

Rakesh K. Kumar* and Gary M. Velan, Department of Pathology, School of Medical Sciences, The University of New South Wales, Sydney, NSW 2052, AUSTRALIA

Purpose

In an integrated curriculum, maintaining medical student engagement with the biomedical sciences in the later years of the program is challenging. This abstract describes one of the strategies successfully employed in the new undergraduate Medicine program at UNSW.

Methods

In years 3 and 4, we offer integrated tutorial/practical classes which are related to the weekly clinical theme. For a typical class, students are given a worksheet with a series of case studies, often including results of chemical pathology, hematology and microbiology investigations. We make full use of an extensive collection of digital resources including: a digitized version of our comprehensive Pathology museum; a collection of selected virtual histopathology slides; and scans of diagnostic medical imaging procedures. A custom-made web page provides links to images and slides relevant to each case. Facilitated discussion led by Pathology academic staff allows exploration of the relevant aspects of biomedical science in a clinical context. For some topics, clinical staff members also participate in the sessions.

Results

Student feedback indicates very strong support for this style of teaching, with ≥95% responding positively in an on-line survey regarding the effects of these sessions on learning. Students also commented very positively about the interactive and collaborative format employed.

Conclusion

Using high-quality digital resources improves the efficiency of teaching, permitting discussion of several case studies per class, which helps to maintain a high level of interest and involvement by senior students. This approach is also well suited for delivering biomedical science teaching at remote clinical teaching sites.