Evaluation of an interactive, case-based review session in teaching medical microbiology

Posted 4/26/10

Medical schools across the globe are striving to use communication technology to appendage traditional face-to-face lecture practices. At University Hospital in Lausanne Switzerland, the Department of Internal Medicine has developed a pedagogical technique for teaching 3rd level students how to facilitate theoretical concepts with clinical situations. The faculty was interested in cultivating a clear connection between core concepts of biological changes of body fluids such as electrolyte and acid-based with disease manifestations. Previous investigation by the faculty at University Hospital noted students demonstrated a weakness in understanding basic academic Pathophysiology elements of connecting the physiological and biological changes which occur during the disease process.

In the past, the University Hospital faculty taught face-to-face Pathophysiology courses using lectures, summative exam (multiple choice questions) and interactive discussion (practicum). The ‘interactive discussion session’ is the module on which the faculty desired to improve. Listed below are the three phase processes cultivated to improve teaching techniques, strengthen core academic theories and develop understanding of pathophysiological effects of the disease fluids.

Part 1: Four patient’s clinical histories simulations were posted on the web fifteen days prior to the interactive discussion session. The histories exemplify common pathophysiological events and from the list of symptoms, the third year students would select the most suitable laboratory tests to be conducted. The results page would show only the correct tests required as predetermined by the faculty member. In addition, the students could correlate the correct responses to all the cases and print out the document for the interactive session.

Part 2: Two days before the session, the clinical case studies would be removed from the Internet by the course administrator. The data captured by the site trends provided statistical information about the number of students who studied each case and the breakdown on who asked for each laboratory tests. From this information the instructor would devise a lesson plan uniquely prepared for the students.

Part 3: Post class case discussion and documents will be available for students up to fifteen days after the interactive session to review or print out.

After a two year study, the results indicated the students who took advantage of the Web-based simulations that is was an effective content delivery system for the medical school. Other notable comments are listed below:

1. Students liked the Web-based format
2. Students tended to return numerous times to visit the site
3. Students liked to work independently
4. Students liked the anonymous feedback during the student-teacher interactive discussion session

After receive high ratings from faculty and students on the effectiveness of Web-based simulation learning activities, the Medical e-learning coordinator at the University Hospital, plans to extent pedagogical content delivery system into other curriculums.

Example of MSF (Doctors without borders) e-learning system.

American example of e-learning system:
Evaluation of an interactive, case-based review session in teaching medical microbiology