A Practical Hybrid Model of Application, Integration, and Competencies at Interactive Table Conferences in Histology (ITCH)

Autor/in	Ettarh, Rajunor
Titel	A Practical Hybrid Model of Application, Integration, and Competencies at Interactive Table Conferences in Histology (ITCH)
Quelle	In: Anatomical Sciences Education, 9 (2016) 3, S.286-294 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1591
Schlagwörter	Medical Education; Undergraduate Study; Laboratories; Medical Students; Conventional Instruction; Blended Learning; Active Learning; Technology Uses in Education; Interaction; Teamwork; Problem Solving; Interpersonal Relationship; Student Attitudes; Grades (Scholastic); Biology; Cooperative Learning; Louisiana + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Grundstudium; Laboratory; Laboratorium; Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Notenspiegel; Biologie; Kooperatives Lernen
Abstract	Significant changes have been implemented in the way undergraduate medical education is structured. One of the challenges for component courses such as histology in medical and dental curricula is to restructure and deliver training within new frameworks. This article describes the process of aligning the purpose and experience in histology laboratory to the goal of applying knowledge gained to team-based medical practice at Tulane University School of Medicine. Between 2011 and 2015, 711 medical students took either a traditional laboratory-based histology course (353 students) or a team-based hybrid histology course with active learning in laboratory (358 students). The key difference was in the laboratory component of the hybrid course--interactive table conferences in histology--during which students developed new competencies by working in teams, reviewing images, solving problems by applying histology concepts, and sharing learning. Content, faculty and online resources for microscopy were the same in both courses. More student-student and student-faculty interactions were evident during the hybrid course but student evaluation ratings and grades showed reductions following introduction of table conferences when compared to previous ratings. However, outcomes at National Board of Medical Examiners® (NBME®) Subject Examination in Histology and Cell Biology showed significant improvement (72.4 ± 9.04 and 76.44 ± 9.36 for percent correct answers, traditional and hybrid courses, respectively, P < 0.0001). This model of table conferences to augment the traditional histology laboratory experience exemplifies the extent that restructuring enhancements can be used in currently taught courses in the undergraduate medical curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01