Abstract
Purpose: Use of technology to integrate pathology teaching in the third year of medical training. The teaching of pathology and disease includes several sections that have been taught by separate departments of immunology, haematology, microbiology, histopathology and biochemistry. It has been noted that students are not able to integrate the teaching from all these departments. To address this problem we have developed a model to integrate the teaching of the different sections by providing additional cases and materials in the computer laboratory. Methods: The eight week course of general pathology has been chosen for this model as it is the first section of pathology and the availability of teaching materials in the server of the computer. Three practical sessions are given to each section, histopathology, microbiology, haematology, immunology and clinical chemistry. Additional information was made available to students in the new thin client computer laboratory. A questionnaire was administered at the end of the course to half of the students. The responses which targeted in three areas, content, relevance, and acceptance and analyzed. Results: The eight week course was received enthusiastically by the students. The data indicated that the students generally accepted a computer-based instruction in teaching pathology. There was no improvement in performance of the class at the end of the term examinations as compared to the previous year. Conclusions: Computer-based instruction is possible in low resource countries. Use of technology can address challenges relating to integration of teaching .This model could serve as a nucleus for more extensive restructuring of teaching in the entire Medical School as well in other Medical Schools in Kenya and the rest of Africa.
Highlights
Tomorrow's doctors' was published in the Europe in 1990s (General medical council, 1993) and led to major curricular reorganization in most European medical schools
Three practical sessions are given to each section, histopathology, microbiology, haematology, immunology and clinical chemistry
The data indicated that the students generally accepted a computer-based instruction in teaching pathology
Summary
The course coordinator for general pathology had attended the course director’s workshop in IAMSE (International Association of Medical Science Educators). Each group of forty to sixty students were given two to three hour sessions in which they had free access to materials in the server. An attendance list was signed by those who came. This was not mandatory, but every other student was given a questionnaire to complete. The server was installed in a safe room at the Department of Anatomy, School of Medicine Moi University. The computer lab is shared with the Department of Anatomy. The computer lab is open to students twice a week (Thursday 10 am - 1 pm and Monday 2 -5 pm) a total of 6 hours per week and during any scheduled seminars. Will access to this computer based teaching improve performance on standardized exams compares to the previous class which did not have access to this computer lab?
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