Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis
Background: Case-based learning (CBL) is an established pedagogical active learning method used in various disciplines and defined based on the field of study and type of case. The utility of CBL for teaching specific aspects of cancer diagnosis to practising pathologists has not been previously stu...
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doaj-8d95c14674d4499d87e35c6cfbb9758c2020-11-24T20:52:15ZengAOSISAfrican Journal of Laboratory Medicine2225-20022225-20102017-10-0161e1e710.4102/ajlm.v6i1.637176Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosisShahin Sayed0Susan C. Lester1Michael Wilson2Daniel Berney3Ricard Masia4Zahir Moloo5Jennifer Stall6Alexia Eslan7Stephanie Ayers8Angela Mutuku9Jeannette Guarner10Department of Pathology and Laboratory Medicine, Aga Khan University Hospital, NairobiDepartment of Pathology, Brigham and Women’s Hospital, Boston, Massachusetts and Department of Pathology, Harvard Medical School, Harvard University, Boston, MassachusettsDepartment of Pathology and Laboratory Services, Denver Health, Denver, Colorado and University of Colorado School of Medicine, Aurora, ColoradoBarts Cancer Institute at Queen Mary University of London, LondonDepartment of Pathology, Harvard Medical School, Harvard University, Boston, Massachusetts and Department of Pathology, Massachusetts General Hospital, Boston, MassachusettsDepartment of Pathology and Laboratory Medicine, Aga Khan University Hospital, Nairobi, Kenya and Department of Pathology, University of Ottawa, Ottawa, OntarioDepartment of Pathology, Harvard Medical School, Harvard University, Boston, Massachusetts and Department of Pathology, Massachusetts General Hospital, Boston, MassachusettsAfrican Strategies for Advancing Pathology, Denver, ColoradoAfrican Strategies for Advancing Pathology, Denver, ColoradoCollege of Pathologists of East, Central and Southern Africa, NairobiDepartment of Pathology and Laboratory Medicine, Emory University School of Medicine, Atlanta, GeorgiaBackground: Case-based learning (CBL) is an established pedagogical active learning method used in various disciplines and defined based on the field of study and type of case. The utility of CBL for teaching specific aspects of cancer diagnosis to practising pathologists has not been previously studied in sub-Saharan Africa. Objectives: We aimed to pilot test standardised cancer cases on a group of practising pathologists in sub-Saharan Africa to evaluate case content, clarity of questions and delivery of content. Methods: Expert faculty created cases for the four most commonly diagnosed cancers. The format included mini-cases and bullet cases which were all open-ended. The questions dealt with interpretation of clinical information, gross specimen examination, morphologic characteristics of tumours, ancillary testing, reporting and appropriate communication to clinicians. Results: Cases on breast, cervical, prostate and colorectal cancers were tested on seven practising pathologists. Each case took an average of 45–90 min to complete. Questions that were particularly challenging to testers were on: • Specimens they should have been but for some reason were not exposed to in routine practice. • Ancillary testing and appropriate tumour staging. New knowledge gained included tumour grading and assessment of radial margins. Revisions to cases were made based on testers’ feedback, which included rewording of questions to reduce ambiguity and adding of tables to clarify concepts. Conclusion: Cases were created for CBL in Kenya, but these are applicable elsewhere in Africa and beyond to teach cancer diagnosis. The pilot testing of cases prepared faculty for the actual CBL course and feedback provided by the testers assisted in improving the questions and impact on day-to-day practice.https://ajlmonline.org/index.php/ajlm/article/view/637Case based testingCancer diagnosisLMICpathology |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Shahin Sayed Susan C. Lester Michael Wilson Daniel Berney Ricard Masia Zahir Moloo Jennifer Stall Alexia Eslan Stephanie Ayers Angela Mutuku Jeannette Guarner |
spellingShingle |
Shahin Sayed Susan C. Lester Michael Wilson Daniel Berney Ricard Masia Zahir Moloo Jennifer Stall Alexia Eslan Stephanie Ayers Angela Mutuku Jeannette Guarner Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis African Journal of Laboratory Medicine Case based testing Cancer diagnosis LMIC pathology |
author_facet |
Shahin Sayed Susan C. Lester Michael Wilson Daniel Berney Ricard Masia Zahir Moloo Jennifer Stall Alexia Eslan Stephanie Ayers Angela Mutuku Jeannette Guarner |
author_sort |
Shahin Sayed |
title |
Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis |
title_short |
Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis |
title_full |
Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis |
title_fullStr |
Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis |
title_full_unstemmed |
Creation and pilot testing of cases for case-based learning: A pedagogical approach for pathology cancer diagnosis |
title_sort |
creation and pilot testing of cases for case-based learning: a pedagogical approach for pathology cancer diagnosis |
publisher |
AOSIS |
series |
African Journal of Laboratory Medicine |
issn |
2225-2002 2225-2010 |
publishDate |
2017-10-01 |
description |
Background: Case-based learning (CBL) is an established pedagogical active learning method used in various disciplines and defined based on the field of study and type of case. The utility of CBL for teaching specific aspects of cancer diagnosis to practising pathologists has not been previously studied in sub-Saharan Africa.
Objectives: We aimed to pilot test standardised cancer cases on a group of practising pathologists in sub-Saharan Africa to evaluate case content, clarity of questions and delivery of content.
Methods: Expert faculty created cases for the four most commonly diagnosed cancers. The format included mini-cases and bullet cases which were all open-ended. The questions dealt with interpretation of clinical information, gross specimen examination, morphologic characteristics of tumours, ancillary testing, reporting and appropriate communication to clinicians.
Results: Cases on breast, cervical, prostate and colorectal cancers were tested on seven practising pathologists. Each case took an average of 45–90 min to complete.
Questions that were particularly challenging to testers were on:
• Specimens they should have been but for some reason were not exposed to in routine practice.
• Ancillary testing and appropriate tumour staging.
New knowledge gained included tumour grading and assessment of radial margins. Revisions to cases were made based on testers’ feedback, which included rewording of questions to reduce ambiguity and adding of tables to clarify concepts.
Conclusion: Cases were created for CBL in Kenya, but these are applicable elsewhere in Africa and beyond to teach cancer diagnosis. The pilot testing of cases prepared faculty for the actual CBL course and feedback provided by the testers assisted in improving the questions and impact on day-to-day practice. |
topic |
Case based testing Cancer diagnosis LMIC pathology |
url |
https://ajlmonline.org/index.php/ajlm/article/view/637 |
work_keys_str_mv |
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