Peer Review Portfolio
Judy Provo-Klimek
  1. Focus Question
  2. Microscopic Anatomy and AP 710
    1. About the subject
    2. Connection with other courses/disciplines
    3. Course design
  3. Teaching Microscopic Anatomy
    1. My teaching style
    2. Personal goals for teaching Microscopic Anatomy, AP710
    3. My syllabus
  4. Implementation
    1. Lecture sessions
    2. Problem Based Learning activities
    3. Laboratory discussions
    4. Time spent outside class
  5. Results
    1. Evidence of student learning
    2. Suggestions from students
  6. Implications
    1. Reflection
    2. Planned changes
  7. Appendices
    1. Appendix A: Sample PBL Exercise
    2. Appendix B: Examinations
    3. Appendix C: Samples of student work
    4. Appendix D: Teaching Evaluation data

 

Problem Based Learning Activities

For PBL sessions, my typical format is to have a worksheet that students complete in small groups, with questions getting them to apply lecture information to clinical and pathological situations. I do not require that they turn in the worksheet, but I do use material from any worksheets on the examinations, and I go over the answers at the end of the session. When I use the worksheet, I have 4-8 word definitions that relate to the current topics that the students must use their dictionaries to complete. The rest of the worksheet is typically application of histological concepts to real (clinical, pathological) situation, as they might encounter in practice. I try to include enough real life to make it interesting, but keep the questions at a level that can be answered by first year students with access to their class notes and a medical dictionary. This activity has two main goals: 1) understanding some of the medical terminology that we encounter with each section, as a preview of the application of microscopic anatomy to "the real world", and as practice using the medical dictionary; and 2) application of knowledge of microanatomy to realistic case scenarios. Student reaction to this exercise is mixed but generally positive; I have toned down the amount of dictionary work over the years to make it seem less like the "busy work" that some of them think it is. Appendix A contains an example of one of these PBL exercises.

 
 

Last modified March 13, 2001