Innovative Team-Learning Project for Undergraduate Pathology Education

Cade Arries, Sarah Williams, Andrew Wallschlager, Chelsey Jernberg, Deborah Powell

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

At the University of Minnesota, Twin Cities Campus, we have completed our seventh year of an innovative small group learning activity in an undergraduate medical school course. The purpose of the Independent Study Project has been to expose students to the process of making a pathologic diagnosis in a team-based learning format. In the Independent Study Project groups of 3 or 4 students work together to determine a diagnosis on an assigned unknown case, and then compose a 3- to 5-page paper focusing on the disease entity and the basic science underlying the disease. This project emphasizes team-based learning and illustrates the relationship and integration of pathology with clinical medicine. Professionalism is also emphasized with students evaluating and providing feedback to fellow group members. Over time, the format has become more web based with all of the cases available online with digitally scanned microscopic slides and images. Overall, the Independent Study Project has been well received by both faculty members and students.

Original languageEnglish (US)
JournalAcademic Pathology
Volume8
DOIs
StatePublished - 2021

Bibliographical note

Funding Information:
The authors thank the pathologists and medical students at the University of Minnesota who have participated in the ISP. The authors would also like to thank Brian Dunnette for his contributions regarding digital imaging and web development. The author(s) received no financial support for the research, authorship, and/or publication of this article.

Publisher Copyright:
© The Author(s) 2021.

Keywords

  • innovative education
  • medical student education
  • pathology
  • peer evaluation
  • team-based learning

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