By Zev Leifer
The Talmud (Taanis 7a) quotes Rabbi Chanina who declared that, “I have learned much from my teachers, more from my colleagues and most from students.” There is a tendency amongst educators, in general and more so, I suspect, amongst medical educators (given their many years of training and vast experience) to take a top-down approach. This approach assumes that we have a contractual relationship wherein “I have the knowledge and we are here so that I can share it with you”.
In contrast, the digital age has humbled many of “our” generation since the best advice when faced with a new piece of digital equipment or software, is to “ask a ten-year old” (even an anonymous ten-year old). But our students?! I submit that example is a challenge – to ego and to the “Central Dogma of Education” that information flow is unidirectional.
I would like to share some of my experiences teaching digital pathology, to perhaps update that notion…
For the past 35 years I have been teaching Pathology Lab at the New York College of Podiatric Medicine. For most of that time, the classical techniques of diagnostic pathology – analyzing a glass slide of a tissue slice to determine if normal or pathological, or pathological to what extent – has been by looking at the slide in a microscope. Now the world has changed. For the professional pathologist and, by extension, for the aspiring pathology student, it is all digital. The slide is digitized and, with appropriate software, made available on the computer which acts as microscope.
The views, opinions and positions expressed by these authors and blogs are theirs and do not necessarily represent that of the Bioethics Research Library and Kennedy Institute of Ethics or Georgetown University.