At Michigan State University, the allopathic (College of Human Medicine) and osteopathic (College of Osteopathic Medicine) medical schools deliver histology, physiology and pathology instruction during the first and second years of their curricula, with concurrent introduction to the clinical application of this information. Data indicate improved comprehension and retention of biomedical and clinical knowledge when content delivery is integrated. As undergraduate medical education transitions to experiential-based or clinically-oriented curricula, delivery of histology and pathology education may be challenged by this new paradigm. We report the integration of histology, pathology, and clinical educational objectives through the creation of a "Virtual Autopsy" laboratory experience. This session will focus on the creation and delivery of this educational platform and student responses to their "Virtual Autopsy" experience. Future directions for use of this education platform will also be discussed.

 

Pathology content targeted toward preclinical medical students was incorporated into engaging clinical patient vignettes. Gross and microscopic objectives centered around these vignettes were built into four "Virtual Autopsy" laboratory sessions. Biolucida (MBF Bioscience, Williston, Vermont, USA) software was used to deliver the virtual microscopy content. A simple autopsy body diagram acted as the technological portal to organ-based gross and microscopic imagery relevant to the vignette. Histopathological findings, pathophysiology and differential diagnoses were woven into the educational experience. Students worked through the virtual autopsy in groups of 2 to 4, while faculty with expertise in histology and pathology provided appropriate guidance and context. The session culminated in a faculty led class discussion, and the eventual resolution of the cause of death.