the tumors were an overall distortion of the kidney’s surface and paleness of the cortical surface. continued on next page A New Resource for Integrated Anatomy Teaching: The Cadaver’s Kidney PG (Pathology Guide) 37 • HAPS Educator Journal of the Human Anatomy and Physiology Society December 2017 Winter Edition These observations, although they are general, serve to assist the examiner to confirm the presence of tumor if access to histology is not possible. There were also a large percentage of the kidneys that exhibited a pattern of coloration in the cortex that appeared “speckled”. Histologically, there was no difference in these cases compared to other cases that lacked this discoloration. It is important to explain these abnormal characteristics as being artifact so that the observer does not confuse their presence with the presence of pathology. Although cysts were common, they did not correlate with the presence of any renal pathology. Even so, their presence should be explained as being benign and non-specific in the guide to provide an explanation of their occurrence to the observer. Although there were no nephrolithiasis (kidney stones) in this study population, their presence should be explained in the guide to allow for identification in other populations when their presence is encountered. Content validation of the guide Content validation of the guide was performed by pathologists (n=3) and students (n=6; three second-semester nursing student and three second-year medical students). The guides were reviewed for the following categories: clarity in wording, relevance of items, use of standard English, absence of biased words or phrases, formatting of items, clarity of instructions (Fowler 2002). The content validation forms were qualitatively analyzed to identify themes in the reviewers’ comments. The major suggestions were to add definitions to the beginning or end of the guide for selected terms and to add elaboration on the instructions. Evaluation of the Effectiveness of the Pathology Guide At Louisiana State University Health Sciences Center, both medical and nursing students take a gross anatomy laboratory that involves cadaver dissection. In addition, both student populations also take a course in pathology in their second year of study. After the students completed dissection during their gross anatomy course, but before they were enrolled in pathology, students were recruited to participate in a short educational intervention to measure the effectiveness of the pathology guides as a teaching resource. Medical (n=87) and nursing (n=84) students were asked to use the guides or a definition sheet to identify pathology when examining cadaveric kidneys. Cadaveric specimens were arranged at seven stations around the laboratory. The students were assessed on their ability to correctly identify the following pathologic lesions: acute kidney injury (AKI), nephrosclerosis, neoplasms and chronic pyelonephritis. Half of the students used the provided pathology guide to assist them in their evaluation of the organ (experimental group) and half of the students had a laboratory guide that only included definitions of the pathologic terms (control group). The control group scores were compared to the experimental group scores by performing a t-test using Graphpad Prism 6 software program. Effect size was estimated by calculating Cohen’s d. The internal consistency of the assessment was determined by calculating KR-20. Results The group using the pathology guide, in both populations, had a higher average percentage of items correct than the control group (p < .001; medium effect size) (Figure 6). The internal consistency of the assessment was KR-20= 0.50, which is a good level for an instructor-made assessment. For the nursing population, the control group scored 36% correct for the control group and 51.30% correct for the experimental group. For the medical student population, the control group scored 45.7% correct for the control group and 64.7% correct for the experimental group. The results suggest that the pathology guide significantly improved student ability to accurately identify pathologic lesions in cadaveric kidneys, even after only 20 minutes of use. The students did not have any other direction or instruction in using the guide or evaluating the kidney besides the printed guide itself at the station. Figure 6. Assessment scores for nursing and medical student population. In both populations, the experimental group was significantly higher than the control group, KIDNEY EXCHANGE* ALVIN E. ROTH TAYFUN SO¨ NMEZ M. UTKU U¨ NVER Most transplanted kidneys are from cadavers, but there are also many transplants from live donors. Recently, there have started to be kidney exchanges involving two donor-patient pairs such that each donor cannot give a kidney to the intended recipient because of immunological incompatibility, but each patient can receive a kidney from the other donor. Exchanges are also made in which a donor-patient pair makes a donation to someone waiting for a cadaver kidney, in return for the patient in the pair receiving high priority for a compatible cadaver kidney when one becomes available. There are stringent legal/ethical constraints on how exchanges can be conducted. We explore how larger scale exchanges of these kinds can be arranged efficiently and incentive