Number
437
Name
Review Slides and ANKI Decks to Complement a Histology Digital Teaching Platform
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
MaKenna Otten, Medical College of Georgia, Augusta University
Abby Cornell, Medical College of Georgia, Augusta Universtiy
Amanda Barrett, MD, Medical College of Georgia, Augusta University
Tiffanie Leeman, MD, University of Maryland
Nicole Winston, PharmD, EdD, Medical College of Georgia, Augusta University
Patricia V Schoenlein, PhD, Medical College of Georgia, Augusta University
Presentation Topic(s)
Instructional Methods
Description
PURPOSE:
At the Medical College of Georgia (MCG), histology and pathology are
delivered as integrated components of the pre-clerkship curriculum. During
histopathology labs, students review normal histology using annotated digital
images and then apply this knowledge to relevant pathology examples within
the same organ system. Despite this structure, it remains unclear whether
students retain foundational histology as long-term knowledge needed for
USMLE Step 1 preparation and for the clinical reasoning required during
clerkships. This study aimed to develop and evaluate supplemental strategies
to strengthen long-term retention of core histology concepts most relevant to
clinical pathology.
METHODS:
Medical student-created PowerPoint slide decks and ANKI flashcard decks
(software allowing repeated exposure/spaced repetition learning) were
developed as centralized, faculty-reviewed study resources. Images were
sourced from academic online platforms and annotated to highlight high-yield
cells, tissues, and structures included in each laboratory’s identification
list. These materials were provided 72 hours before the required online
laboratory quizzes and the comprehensive Anatomy/Histology/Pathology
practical exam delivered at the end of each module.
RESULTS:
Supplemental materials were created for two of the four pre-clerkship
modules, each containing up to 30 annotated images. Students reported that
the ANKI decks facilitated spaced repetition and reinforced long-term
retention, while the PowerPoint slides offered an efficient alternative to
re-reviewing images within Proscia, a more time-intensive study platform.
Retrospective performance analyses are planned to objectively assess the
educational impact of these supplemental tools on student learning outcomes.
CONCLUSION:
As integrated histology–pathology curricula become increasingly common,
structured review tools such as annotated slide decks and ANKI resources may
provide students with an effective “second pass” at consolidating high-yield
histology content. Early student feedback indicates these supplemental
materials may enhance both efficiency and long-term retention, supporting
their potential value within pre-clinical medical education.
At the Medical College of Georgia (MCG), histology and pathology are
delivered as integrated components of the pre-clerkship curriculum. During
histopathology labs, students review normal histology using annotated digital
images and then apply this knowledge to relevant pathology examples within
the same organ system. Despite this structure, it remains unclear whether
students retain foundational histology as long-term knowledge needed for
USMLE Step 1 preparation and for the clinical reasoning required during
clerkships. This study aimed to develop and evaluate supplemental strategies
to strengthen long-term retention of core histology concepts most relevant to
clinical pathology.
METHODS:
Medical student-created PowerPoint slide decks and ANKI flashcard decks
(software allowing repeated exposure/spaced repetition learning) were
developed as centralized, faculty-reviewed study resources. Images were
sourced from academic online platforms and annotated to highlight high-yield
cells, tissues, and structures included in each laboratory’s identification
list. These materials were provided 72 hours before the required online
laboratory quizzes and the comprehensive Anatomy/Histology/Pathology
practical exam delivered at the end of each module.
RESULTS:
Supplemental materials were created for two of the four pre-clerkship
modules, each containing up to 30 annotated images. Students reported that
the ANKI decks facilitated spaced repetition and reinforced long-term
retention, while the PowerPoint slides offered an efficient alternative to
re-reviewing images within Proscia, a more time-intensive study platform.
Retrospective performance analyses are planned to objectively assess the
educational impact of these supplemental tools on student learning outcomes.
CONCLUSION:
As integrated histology–pathology curricula become increasingly common,
structured review tools such as annotated slide decks and ANKI resources may
provide students with an effective “second pass” at consolidating high-yield
histology content. Early student feedback indicates these supplemental
materials may enhance both efficiency and long-term retention, supporting
their potential value within pre-clinical medical education.