Abstract
This article was migrated. The article was marked as recommended. BackgroundThe traditional teaching mode (lecture-based learning and experiment course) of pathology lacks adequate specimens with typical pathological changes and exposure to clinical pathology. This deficiency has greatly dampened students' interest in learning pathology and weakened the effect of teaching pathology. Even worse, it impedes the recruitment of pathology resident. ObjectiveWe prospectively compared the impact of three teaching modes (experiment course, clinical pathology clerkship course, clinical pathology clerkship course and experiment course) on academic results and student perceptions to assess the role of clinical pathology clerkships in pathology education.DesignOne hundred eighty students were randomly allocated into the experiment course (EC), clinical pathology clerkship course (CPCC) group, or CPCC and EC group. Academic results were assessed through a review of written examinations, pathological specimen observation tests, and student performance scores. Two questionnaires were used to evaluate student perceptions. ResultsCompared to the EC group, all CPCC participants exhibited superior performance in written examinations, pathological specimen observation tests, and overall performance (P< 0.05 or < 0.01). However, the dual CPCC and EC group had better results than the CPCC group (P< 0.05 or < 0.01). Compared to EC, CPCC was more effective in developing students' interest in learning pathology and their ability to observe specimens, as well as facilitating students' initiative to choose pathology as a career choice (P< 0.05 or < 0.01). ConclusionsCPCCs are helpful in improving students' pathology learning. However, the teaching mode (CPCC and EC combined) provides greater benefits for students' pathology learning. CPCC may contribute to improving pathology resident recruitment.
Highlights
Specific diagnoses based on morphology are considered to be a core skill of pathology(Rosai, 2001; Moran and Suster, 2007)
clinical pathology clerkship course (CPCC) may contribute to improving pathology resident recruitment
The specific scheme was as follows: (1) In the CPCC, starting from receiving and numbering of gross specimens, we gradually introduced and demonstrated fixation of the GS, pathology dissection and gross examination of the specimen, the wax block, microtomy and paraffin section preparation, and all processes and significant matters in pathology diagnosis
Summary
Specific diagnoses based on morphology are considered to be a core skill of pathology(Rosai, 2001; Moran and Suster, 2007). Morphological observation of specimens is highly significant to the learning and teaching of pathology curricula(Domizio, 2006). The number of available specimens is insufficient. These problems lead to difficulty in student observation and learning pathological changes in specimens in ECs. The traditional teaching mode (lecture-based learning and experiment course) of pathology lacks adequate specimens with typical pathological changes and exposure to clinical pathology. The traditional teaching mode (lecture-based learning and experiment course) of pathology lacks adequate specimens with typical pathological changes and exposure to clinical pathology This deficiency has greatly dampened students' interest in learning pathology and weakened the effect of teaching pathology.
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