Enhancing pathology learning experience of medical students using multiple advanced learning and teaching strategies

Abstract

Aim: Currently most medical schools use an integrated multidisciplinary approach in their curricula; therefore creating a huge challenge to engage medical students by delivering traditional pathology modules. In this study, we aimed to implement multiple advanced strategies to improve medical students’ pathology learning experience at Griffith University.

Methods: Students enrolled in the second year of Griffith medical programme between 2011 and 2012 were invited to complete questionnaires rating the value and impact of resources delivered on their learning experience. In total, 272/290 students responded. The strategies adopted include virtual microscopy, web-based digitalised interactive modules, clinical scenario-integrated lectures, practical histology sessions and gross specimen demonstration. Quality and usefulness of the delivery of these modules were assessed using a 5 scale questionnaire.

Results: In both years, overall score was high (mean score >4.5/5) for the histology lectures, clinical integrations and virtual microscopy sessions. The traditional delivery of practical and lecture sessions received lower scores. Qualitative comments suggested that the advanced methods were extremely useful for students' learning experience of pathology.

Discussion: A multidisciplinary approach by clinico-pathological integration and the use of virtual microscopy has the potential to better engage students to pathology learning in the modern medical curriculum.