Histology’s Path(ology): Evaluating structured pathology modules within first year medical student histology instruction
Location
Philadelphia, PA
Start Date
17-4-2026 1:30 PM
End Date
17-4-2026 2:30 PM
Description
INTRODUCTION: Histology serves as a critical foundation for medical education, yet many students struggle to bridge the gap between recognizing normal structures and identifying pathological abnormalities.
OBJECTIVE: To address this challenge, we developed modules within the active learning platform, TopHat, designed to reinforce histological pattern recognition and its application in pathology.
METHODS: The curated Histology’s Path(ology) modules complement study of the four fundamental tissue types: Epithelium, Connective Tissue Proper, including the specialized connective tissues, Cartilage and Bone, Muscle, and Nervous tissue. Focus on these topics aligns with core histology topics in PCOM’s first year DO curriculum. By integrating normal and pathological histology side by side, we provide students with a comparative framework that highlights the clinical relevance of strong foundational histology knowledge. Resources utilized include Web Pathology, Pathology Outlines, peer-reviewed research articles, and Robbins Basic Pathology.
RESULTS: To evaluate the impact of these modules, we conducted a Likert-scale survey among two medical student cohorts (Class of 2028 and Class of 2029) at Philadelphia College of Osteopathic Medicine. Surveys were administered at the end of the first-year histology curriculum and assessed ease of use, comprehension, and perceived effectiveness. Responses were collected anonymously via Google Forms and analyzed using Excel. The two cohorts reported over 80% high to very high satisfaction with module content and usability. From the comments section we received similar input from both cohorts. For example positive comments included “ The Histology Path segments are great breakdowns of the exam material and does a great job highlighting clinical aspects of histo slides- which makes it much easier to learn. I notice a great difference in my confidence with histology using these practices” and a similar theme “ I think the pathology at the end of regular histology lectures really helped give me an idea of how the normal Histo I learned could cause disease, and why being confident about what normal looks like will help when identifying what is abnormal”. One student mentioned “ I think the pathology slides were a little confusing because we didn't really learn a lot of the pathology that we had slides on so to see it in histology but not really talk about it in the context of physiology it wasn't as meaningful” And another suggestion for improvement was “ I would appreciate the Histology Pathology’s sections to have questions following it based on the information presented in these sections as it keeps things coherent and reinforces what I read (and it helps it stick better!) “ We are currently reviewing the two cohorts’ performance in first year histology exams and second year pathology exams that include images with the questions to compare to the previous classes that did not have the Histology’s Path(ology) modules.
CONCLUSION: Findings from this multi-cohort evaluation demonstrate how structured pathology modules may enhance student engagement, improve histopathological interpretation, and better prepare students for board examinations, clinical research, and future medical practice.
Embargo Period
5-21-2026
Histology’s Path(ology): Evaluating structured pathology modules within first year medical student histology instruction
Philadelphia, PA
INTRODUCTION: Histology serves as a critical foundation for medical education, yet many students struggle to bridge the gap between recognizing normal structures and identifying pathological abnormalities.
OBJECTIVE: To address this challenge, we developed modules within the active learning platform, TopHat, designed to reinforce histological pattern recognition and its application in pathology.
METHODS: The curated Histology’s Path(ology) modules complement study of the four fundamental tissue types: Epithelium, Connective Tissue Proper, including the specialized connective tissues, Cartilage and Bone, Muscle, and Nervous tissue. Focus on these topics aligns with core histology topics in PCOM’s first year DO curriculum. By integrating normal and pathological histology side by side, we provide students with a comparative framework that highlights the clinical relevance of strong foundational histology knowledge. Resources utilized include Web Pathology, Pathology Outlines, peer-reviewed research articles, and Robbins Basic Pathology.
RESULTS: To evaluate the impact of these modules, we conducted a Likert-scale survey among two medical student cohorts (Class of 2028 and Class of 2029) at Philadelphia College of Osteopathic Medicine. Surveys were administered at the end of the first-year histology curriculum and assessed ease of use, comprehension, and perceived effectiveness. Responses were collected anonymously via Google Forms and analyzed using Excel. The two cohorts reported over 80% high to very high satisfaction with module content and usability. From the comments section we received similar input from both cohorts. For example positive comments included “ The Histology Path segments are great breakdowns of the exam material and does a great job highlighting clinical aspects of histo slides- which makes it much easier to learn. I notice a great difference in my confidence with histology using these practices” and a similar theme “ I think the pathology at the end of regular histology lectures really helped give me an idea of how the normal Histo I learned could cause disease, and why being confident about what normal looks like will help when identifying what is abnormal”. One student mentioned “ I think the pathology slides were a little confusing because we didn't really learn a lot of the pathology that we had slides on so to see it in histology but not really talk about it in the context of physiology it wasn't as meaningful” And another suggestion for improvement was “ I would appreciate the Histology Pathology’s sections to have questions following it based on the information presented in these sections as it keeps things coherent and reinforces what I read (and it helps it stick better!) “ We are currently reviewing the two cohorts’ performance in first year histology exams and second year pathology exams that include images with the questions to compare to the previous classes that did not have the Histology’s Path(ology) modules.
CONCLUSION: Findings from this multi-cohort evaluation demonstrate how structured pathology modules may enhance student engagement, improve histopathological interpretation, and better prepare students for board examinations, clinical research, and future medical practice.