Assessment of Pathology Learning Modules With Virtual Microscopy in a Preclinical Medical School Curriculum

Abstract

Objectives: To evaluate the ability of pathology modules to promote learning of pathology-related course content in a preclinical medical education curriculum.

Methods: Pathology modules were created for the "Hematology/Oncology" and "Women's Health" (WH) courses. Students were recruited over 2 consecutive academic years; cohorts 1 and 2 refer to 2 separate groups of students in years 1 and 2, respectively, of the study. Course performance data were collected.

Results: Use of pathology modules resulted in a statistically significant higher correlation between performance on the final examination and pathology-related questions in the Hematology/Oncology course and written examination and pathology-related questions in cohort 1 in the WH course. There was statistically significant improvement (P = .026) on pathology-related laboratory practical examination questions in the WH course for cohort 1, and no other statistically significant improvement for the other cohorts and examinations. The percentage of students completing all or part of the modules was highest in the WH course for cohort 1 (60%) compared with WH course cohort 2 (33%) and Hematology/Oncology cohort 1 (30%) and cohort 2 (39%).

Conclusions: Pathology modules may improve acquisition and retention of pathology-related course content when used appropriately.

Keywords: Case-based; Hematology/oncology; Histopathology; Self-directed learning; Virtual microscope; Women’s health.