PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 1482978

Teaching pathology without lectures through computer-based exercises, small-group discussions and reading.

R L Trelstad·J Raskova
View original source ↗Export metadata ↓

Abstract

The Department of Pathology at Robert Wood Johnson Medical School teaches a 205-hour, one semester course to 150 second-year students in the fall semester of the second year. The course begins with General Pathology (4 weeks) and continues with Systemic Pathology (12 weeks). In 1986, lectures were eliminated as a means of conveying the course content. Students were expected to read the textbook and to participate in obligatory small group discussions. Extensive computer based self-learning materials were provided in both MS/DOS and Macintosh formats. In 1991, these computer resources included the full text of Robbins Pathologic Basis of Disease, extensive question banks and a guide through the Slice of Life Videodisc. Over the past 6 years this modified curriculum has been enthusiastically received by the students and faculty. Student performance on internal and external examinations has been excellent. Approximately 4% of the graduating students select pathology for their post-graduate training.

Explore related subjects

Computer-Assisted InstructionCurriculumPathologySoftwareTeachingTextbooks as TopicJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

R L Trelstad, J Raskova. 1992. Teaching pathology without lectures through computer-based exercises, small-group discussions and reading.. https://pubmed.ncbi.nlm.nih.gov/1482978/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

An integrated approach to a teaching file linked to PACS.

To meet the educational needs of a medical imaging department with a strong teaching commitment, a teaching file that uses digital data supplied by the institutional picture archiving and communications system (PACS) was required. This teaching file had to be easily used by the end users, have a simple submission process, be able to support multiple users, be searchable on all data fields, and implementing the teaching file must not incur any additional software or hardware costs. The teaching file developed to address this problem takes advantage of the database structure and capabilities of several components included in the commercial PACS installed at the hospital. MS Access is used to seamlessly integrate with the digital imaging and communication in medicine (DICOM) database of a normal work station that is part of the PACS. This integration allows relevant patient and study demographics to be copied from images of interest and then to be stored in a separate database as the back-end of the digital teaching file. When images for a particular teaching file case need to be reviewed, they are automatically retrieved and displayed from the main PACS database using an open application programming interface (API) connection defined on the PACS web server. Utilizing this open API connection means the teaching file contains only the relevant demographic information of each teaching file case; no image data is stored locally. The open API connection allows access to imaging data usually not encountered in a teaching file, allowing more comprehensive imaging case files to be developed by the radiologist. Other advantages of this teaching file design are that it does not duplicate image data, it is small allowing simple ongoing backup, and it can be opened with multiple users accessing the database without compromising data access or integrity.

Computer-Assisted Instruction↗
PubMed2007

European survey on training objectives in disaster medicine.

OBJECTIVES: As part of the I SEE (Interactive Simulation Exercise for Emergencies) project, financially supported by the Leonardo da Vinci Programme 2000-2006 of the European Commission, a study was planned to assess the type of disaster and to establish the tasks to be included in an emergency exercise to be developed, according to the possible target groups, physicians, nurses, ambulance personnel, dispatchers and first responders. A secondary objective was a description of the actual computer-based training situation in the training centres. A study involving different actors or target groups has not yet been conducted. METHODS: A questionnaire was developed, validated and subsequently distributed to the training centres for the different target groups in the partner countries. Each partner had to contact and interview the person responsible for the training in disaster medicine in the training institution. Data entry and analysis was carried out using the SPSS software on Apple Macintosh. Apart from descriptive statistics of the variables, differences between groups were analysed using analysis of variance and the Kruskal-Wallis test. RESULTS: In 75 questionnaires out of a total of 206, the combination of a major road traffic accident and a chemical accident was indicated as the first choice (36.4%). These priorities were present for the different countries and all target groups. Concerning the medical procedures to be included in the training exercise, the highest priority was given to medical coordination, medical management on site, medical alert procedures, assessment of immediate needs, medical resources management, victim transport and protection and safety procedures. Only minor differences were noted between countries, different target groups and the institutions irrespective of whether they are involved in response in case of a major accident or disaster. With regard to the secondary objective, 27% of the institutions used computer-based training in disaster medicine and, of those not using computer-based training, 23% plan its use in the near future. CONCLUSIONS: The European centres surveyed, put the emphasis for disaster medicine training on a mass casualty scenario. In accordance with this choice, prehospital aspects of medical care and management were considered as priorities for training. The I SEE project will develop a template and pilot exercise, serving all countries and providing team training. Among the institutions involved in the survey, a limited number will be invited to participate in the formative evaluation of the pilot exercise.

Computer-Assisted Instruction↗