Innovative pathology teaching in rural Australia – technology enhanced cognitive scaffolding – one man army

Globally pathology education is deteriorating1,2 due to lack of staff and resources. As a single academic pathologist in a rural medical school, one of my challenge was teaching pathology to over 200 4th year medical students placed in different remote hospitals. Over the years, I have successfully implemented several innovations in teaching which have significantly improved student participation and learning. Also technology has allowed me to identify and support students in need. All these as a single pathology teacher, colleagues call ’one man army’. Summary of innovations 1) Successful integration of pathology into clinical curriculum in collaboration with clinicians (2006). 2) Electronic Student Response System (ESRS) for instant in class feedback on teaching and learning (2008). 3) Developed unique digital pathology laboratory to teach practical skills including microscopy to large class and remote students (2008). 4) Established Winners Club innovative technology to identify and support weak students. 5) Interactive video podcasting of all pathology teaching sessions including microscopy: 24/7 tutorial (2009). 6) Adaptive e-Learning in Pathology (BEST project) a multi-university partnership to revive pathology education in Australia (2013). Summary of results Since introduction of these innovations, students’ feedback and performance has significantly improved, not only in pathology but also in clinical performance and knowledge. Conclusions We have successfully included pathology into a problem based curriculum, deliver it successfully to large class of students placed in different geographic locations with built in student monitoring and a support system. These innovations have significantly improved student performance not only in pathology but overall clinical learning. Note Currently I am assisting other medical schools in adapting educational innovations. Some of these works have been recognised by local and Australian national awards for teaching excellence. Globally pathology education is deteriorating1,2 due to lack of staff and resources. As a single academic pathologist in a rural medical school, one of my challenge was teaching pathology to over 200 4th year medical students placed in different remote hospitals. Over the years, I have successfully implemented several innovations in teaching which have significantly improved student participation and learning. Also technology has allowed me to identify and support students in need. All these as a single pathology teacher, colleagues call ’one man army’. 1) Successful integration of pathology into clinical curriculum in collaboration with clinicians (2006). 2) Electronic Student Response System (ESRS) for instant in class feedback on teaching and learning (2008). 3) Developed unique digital pathology laboratory to teach practical skills including microscopy to large class and remote students (2008). 4) Established Winners Club innovative technology to identify and support weak students. 5) Interactive video podcasting of all pathology teaching sessions including microscopy: 24/7 tutorial (2009). 6) Adaptive e-Learning in Pathology (BEST project) a multi-university partnership to revive pathology education in Australia (2013). Since introduction of these innovations, students’ feedback and performance has significantly improved, not only in pathology but also in clinical performance and knowledge. We have successfully included pathology into a problem based curriculum, deliver it successfully to large class of students placed in different geographic locations with built in student monitoring and a support system. These innovations have significantly improved student performance not only in pathology but overall clinical learning.