AIMS: The anatomical pathology tutorials for the fourth year of our undergraduate medical course at the University of Otago, Christchurch, New Zealand, were re-developed with the aim of promoting more active participation and application of learning by the students in their small group work. Radiology was integrated into half of the pathology tutorials with the objective of enhancing learning of both disciplines. The tutorials were designed to be easy to run for the tutors, who are mostly hospital-based staff. METHODS: A set of 24 tutor-directed undergraduate anatomical pathology tutorials was re-developed into a case-based, student-centred format. Radiology learning was integrated into 12 tutorials. Student assessment was by way of three short answer examinations spaced throughout the course. Students and tutors completed evaluations of the tutorials. RESULTS: Student evaluations were positive, indicating the tutorials were considered valuable, relevant and a stimulus for thinking. Students and tutors endorsed the benefits of integrated pathology and radiology learning. Assessment results have demonstrated effective learning of pathology and radiology in the tutorials. The tutors found that the tutorials stimulated student engagement and were easy to run. CONCLUSIONS: The re-developed anatomical pathology tutorials with the integration of radiology appear to offer a number of benefits for learning of pathology and radiology.
AIMS: The anatomical pathology tutorials for the fourth year of our undergraduate medical course at the University of Otago, Christchurch, New Zealand, were re-developed with the aim of promoting more active participation and application of learning by the students in their small group work. Radiology was integrated into half of the pathology tutorials with the objective of enhancing learning of both disciplines. The tutorials were designed to be easy to run for the tutors, who are mostly hospital-based staff. METHODS: A set of 24 tutor-directed undergraduate anatomical pathology tutorials was re-developed into a case-based, student-centred format. Radiology learning was integrated into 12 tutorials. Student assessment was by way of three short answer examinations spaced throughout the course. Students and tutors completed evaluations of the tutorials. RESULTS: Student evaluations were positive, indicating the tutorials were considered valuable, relevant and a stimulus for thinking. Students and tutors endorsed the benefits of integrated pathology and radiology learning. Assessment results have demonstrated effective learning of pathology and radiology in the tutorials. The tutors found that the tutorials stimulated student engagement and were easy to run. CONCLUSIONS: The re-developed anatomical pathology tutorials with the integration of radiology appear to offer a number of benefits for learning of pathology and radiology.