Jannie Woo, Ph.D.
SUNY Health Science Center
Paul Fontelo, MD, MPH.
Uniformed Services University
Self-Instructional HyperCard Based Pathology Case Discussion
Modules with Quizzes and Glossary
ABSTRACT
We have developed self contained stand-alone CAI units in the
following topics: general pathology, hematopathology, pulmonary
pathology, cardiac pathology, endocrine pathology, and
neuropathology. Each CAI unit consists of the following three
components: A HyperCard based quiz module, a case discussion module and an illustrated Glossary. They are all HyperCard based, and can be accessed simultaneously.
PAPER
Pathology is generally taught as a major course during the second year of the medical school curriculum. Different teaching formats are utilized to facilitate understanding and learning of pathology. They include didactic lecturing, laboratory exercises, clinical pathology correlation sessions, student electives, and autopsy.
Traditional formats of conducting Laboratory Exercise sessions focus on the examination and review of gross and microscopic materials related to subject matters presented during lectures. This is generally conducted in small groups, with faculty initiating the case studies and pathology residents and staff assisting students in the examination of pertinent materials.
We have developed self-contained stand-alone computer aided instructional (CAI) units in general pathology, hematopathology, pulmonary pathology, cardiac pathology, endocrine pathology and neuropathology to replace/supplement the teaching of Laboratory Exercise. Central to each CAI unit is an interactive case discussions module. Each case consists of a patient history accompanied by digitized x-ray, gross, or microscopic images, and laboratory results. Reference images and reference intervals are accessible at anytime for comparison purposes. Up to 6 questions are provided with answers that may be accompanied by additional images, graphics or tables to enhance clarity (see Fig. 1-2 for an example from the Cardiovascular Pathology module). Specific areas on some images are designated by arrows which can be mouse-clicked to display other images and/or balloons containing explanatory comments (see Fig. 3-6 for an example from the General Pathology module).
Each case discussion module is linked to a HyperCard based quiz module for pre-test and post-test purposes. Question formats include multiple choice, true and false, and fill-in-blanks (see Fig. 7-8 for an example of a multiple choice question from the Cardiovascular Pathology Quiz). Each question is graded on-line, and is provided with explanatory answers which may include images or tables when appropriate.
A HyperCard based Glossary of pathology terms which, when mouse-clicked, displays definitions that may be accompanied by images. Arrow-marked areas on some images may be mouse-clicked to display further images and/or balloons of explanatory comments. This Glossary is linked to all the Case Discussion modules allowing direct glossary look-up within the modules themselves (see Fig. 9-10 for an example of definition and image displayed from the Glossary. Alphabetical buttons on the left allow look-up of words when the Glossary is used alone).
We believe that these modules provide medical students opportunities for independent learning which has been recommended by the Association of Medical Colleges to medical schools. Studies have proven the value of computer-based learning over the traditional didactic mode primarily because of its interactive nature. Use of these modules by medical students began in 1993 at SUNY Health Science Center at Syracuse, and their assessment has been favorable. Being able to work at one's own pace has been cited a definitive advantage. Students find such mode of learning intuitive and relaxing. Other beneficial uses of these units include facilitation of group discussion to reinforce concepts, and as general review by pathology residents and faculty. The illustrated Glossary when used alone is a convenient quick learning tool for students and faculty alike.
