Pathology Education Research Articles

Photogrammetry: Adding Another Dimension to Virtual Gross Pathology Teaching

Pathology is a discipline that relies on the description and interpretation of changes occurring in organs and tissues, and it is largely a “hands-on” experience, both during training and professional practice. Instigated by the need to provide a solution for online learning and teaching, a plethora of different approaches have been tested during the Covid-19 pandemic. The enforced inability to meet in person created the necessity to quickly replace the hands-on experience of practical classes, routinely considered the “gold standard” in undergraduate pathology teaching, with alternative and innovative digital solutions that could allow the students to appreciate most, if not all, features of the specimen to describe and interpret. Here we present a successful deployment of photogrammetry for the purpose of teaching gross veterinary pathology to undergraduate students. Fresh specimens obtained during routine diagnostic post-mortem activity have been photographed using Digital Single-Lens Reflex cameras and rendered into high quality 3D models, preserving almost unaltered morphology, color, and texture, when compared to the original specimen. Once processed using photogrammetry software, exported and uploaded into an online repository, 3D models become readily available via our digital learning platform (CANVAS) to all undergraduate students for self-study and consolidation, as well as to teaching staff for use during online lectures, traditional face-to-face classes, small group teaching and seminars. Preliminary data collected from students’ feedback highlighted the positive reception from users, and the enriched learning experience, while prolonging indefinitely the availability of rare and perishable teaching material.

Research on the Path of Integrating Curriculum Civics into the Teaching of Pathology and Pathophysiology in Higher Vocational Education

Research on the Path of Integrating Curriculum Civics into the Teaching of Pathology and Pathophysiology in Higher Vocational Education

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study.

Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice. This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies. Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs). The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001). The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.

In situ 3D printing of stem cell in regenerative medicine takes future center stage

There are many services 3D printing (3DP) supplies for the medical domain with a view to ameliorate and keep patients' lifetimes. 3DP in medicine has authorized customization, prototyping, industrialization, and study. The regions of implementation include surgical elaboration, prostheses, dental, 3DP of tissues and organs, medicament doses and pharmacology, and makings of medical agents and instruments. 3DP technology is conceivable utilized for manufacturing exact copies of human anatomic matters, moving a worthy function in pathology education, veterinary anatomy schooling, zoological models cloning, duplication of scarce museum samples, and printing of stem cell and tissue facts from confocal microscopic examinations. 3DP technology can be applied to surrogate human organ transplants and to make patient-definite organ duplicates that surgeons can be utilized to exercise on before implementing complex surgeries. In this paper according to Laila M. Montaser deep expertise in liver tissue engineering, might be a prospective futurity settlement to scalability of the liver transplant which may alleviate the troubles linked with the organ lack, may recovery liver failures and may outputs skillfully functional organ to be planted or applied as an instrument located out the body, as a pragmatic pattern for medicament checking, beside for the investigation of pathological diseases such as liver cancer and cirrhosis. This was the abstract of Montaser keynote invited speech which was recorded and submitted to the 3DP Conference and Expo 2020, Nov 18-20, Seoul, Korea entitled “Application of 3D printing in Regenerative Medicine”. This symposium was sponsored by the 3DP Conference and Expo Seoul - A new era of advanced manufacturing. The first day of the conference, November 18, was held as an in-person seminar in Seoul (KINTEX), Korea whereas the second day of the conference, November 19, was an on-line (recorded) seminar without gathering onsite. Her pre-recorded presentation (PowerPoint slides with her recorded voice) was broadcasted on the second day of the conference with Korean translation. This manuscript shows Montaser future vision possible bio Nanomaterial scaffolds fabricated by the two most widely used techniques, namely, electrospinning and 3DP of future directions for in situ 3D bioprinting. The aim of this paper is to highlight the attention given by a feminist scientist to in situ 3DP technology literacy of stem cells as a new, innovative and revolutionary technique.

Designing a Module on Stuttering and Cluttering: A Guide for Speech-Language Pathology Educators.

Due to the scope of practice of speech-language pathology (SLP) expanding considerably in recent times, there is reduced emphasis on certain communication conditions within the curricula of SLP university programs. Stuttering and cluttering are neglected components of such curricula, despite the complex clinical skill set required to work with these client groups. Evaluation of the content and quality of modules on stuttering and cluttering is warranted to ensure that SLP students are graduating with adequate competence and confidence for supporting people with these conditions. This tutorial, based on a review of the literature, aims to provide guidance to educators who are designing or revising such modules. The All Ireland Society for Higher Education (AISHE) model for module design provides a practical and theoretically underpinned guide to educators in higher education on the design of a new module or the review of an existing one. The model's seven key components are discussed, and their application to a module on stuttering and cluttering is outlined. The AISHE model provides a systematic and user-friendly approach to module design in SLP university programs. It supports educators who are designing a new module or revising a module currently being taught on stuttering and cluttering. Educators are encouraged to familiarize themselves with the seven components of the AISHE model and to use it as a tool to design or revise modules on stuttering and cluttering. This will ensure that SLP students are graduating with increased competence and confidence in working with these client groups.

Modernizing Forensic Pathology Education on TikTok: Lessons Learned on this "Social Media Frontier".

Modernizing Forensic Pathology Education on TikTok: Lessons Learned on this "Social Media Frontier".

Are We Where We Want to Be in Undergraduate Pathology Education?

This review which aims to examine the recent and current status of pathology education in medical schools, and covers the publications related to undergraduate pathology education published between 2010 January and June 2023. A search was performed through PubMed, Google Scholar, Semantic Scholar, and Ulakbim search engines for the Science Citation Index, Science Citation Index Expanded, Emerging Sources Citation Index, Directory of Open Access Journals, Scopus, PubMed as well as TR Dizin indexed articles. The findings are categorized into two periods as 2010 January - 2020 April (pre-COVID-19 pandemic) and May 2020 - 2023 June. A total of 24 reviews/editorials/letters to the editor and 63 research articles in the pre-pandemic period and 11 reviews/ editorials/ letters to the editor and 35 research articles between 2020 May and 2023 June are included in the analysis. Currently, medical education generally depends on core education programs with defined learning objectives and outcomes. Moreover, problem-based, case-based, and team-based interactive learning are being used along with traditional didactic courses. Additionally, digital/ web-based/remote education methods have gained prominence after the COVID-19 pandemic. The virtual or augmented reality and 3D drawing applications are offered as a solution for the autopsy and macroscopy courses. A scarce number of publications are found on measuring and evaluating the effectiveness of learning. Artificial intelligence in pathology education is a topic that looks likely to become important in the near future. National and international comprehensive standardization is a necessity. A joint effort and collective intelligence are needed to achieve the desired goals in undergraduate pathology education.

Investigation of the Effect of Virtual Microscopy on Pathology Education in a Medical Faculty

Aim: Virtual microscopy technology has been widely used in histopathological diagnosis and pathology education, replacing the traditional light microscope, which is considered an important visual tool in pathology education. Slides scanned and stored online for use in virtual microscopy were first described in 1985 and have experienced significant developments since 2000. In this study. The aim of this study was to determine how virtual microscopy affected medical school students' pathology education. Methods: The study included the 3rd year students of Izmir Democracy University Faculty of Medicine. The study was conducted prior to the end-of-year pathology practice exam. As a result of the scanning performed by company received support, 102 slides were selected from the training archive and virtualized. Among them, forty slides representing lesions and organs from ten different systems, were chosen. The students were divided into two groups (group 1 and 2.) and the selected slides were used as educational material. Each student was given the opportunity to study both 20 virtual and 20 microscope slides. The students in the first group (G1) examined 20 slides (M1) of the ten systems with the light microscope and the other 20 slides on the virtual microscope (S1). On the other hand, the students in the second group (G2) examined with a light microscope (M2) the slides which shown to the first group in the virtual microscope (V1); and they examined with the virtual microscope (V2) the slides which shown to the first group in the light microscope (M1). This training course was completed in approximately eight hours. For the end-of-year pathology practice exam held the next day, the students were randomly divided into 4 groups and each group was asked questions about 10 slides from 10 different systems. These questions were about the descriptive characteristics of the organs and lesions that are examined. All slides were shown to the examinees one day later. Results: Eighty-nine students in total [n:52 (58.4%) men, n:37 (41.6%) women] took part in the survey. The study found no significant difference in overall exam scores between students using traditional light microscopy and those using virtual microscopy, with average scores being 17.2±7 on a scale of 5 to 40 points. Students who examined slides using light microscopy had an average score of 8.7±4.6, while those who used virtual microscopy had an average score of 8.6±4.1. It was found that the success rates were similar regardless of whether the students used traditional microscopy or virtual reality. Yet when the results were grouped by gender, female students had higher overall (p=0.05) and light microscopy scores (p=0.001). When the groups were investigated separately, the exam scores attained were comparable in terms of from the exam content related to major system disorders did not differ between the groups. based on learning method without any statistical significance between groups. However, while group 1 students who participated in studying with light microscopy training before the exam had higher exam scores in the exam content related to bone and soft tissue pathology compared to group 2 students studying with virtual microscopy (in bone and soft tissue pathology had a mean score of 3±1.5 vs 1.2±1.7) points, virtual learners had a mean score of 1.2±1.7 points, with a statistically significant intergroup difference according to the Mann- Whitney U test (p=0.027). Conclusions: Virtual microscopy is a crucial component of medical students' pathology training in undergraduate medical education in terms of providing opportunities for medical students to see the rare cases and standardization of the training in different institutions. Particularly in undergraduate education, it is crucial for the understanding of rare cases and standardization of the pathology education. But as our study's findings on the pathology of bone and soft tissues showed, conventional light microscopy is still essential for understanding the pathology of some systems. Moreover, one's gender may affect student's capacity for virtual learning. Understanding the distinction between genders in terms of learning capacity may aid in providing students a better education.

Pathology teaching in different undergraduate medical curricula within and outside the United States: a pilot study

Pathology education is taught using different curricula in the United States (USA) and abroad. We evaluate and compare the hours spent in different forms of pathology teaching such as lectures, team-based learning (TBL), problem-based learning (PBL), and other methods taught in general and systemic pathology amongst different medical schools within the USA and outside the USA. The total number of lecture hours taught in general and systemic pathology combined was greater in outside schools than within the USA (141 h vs 97.8 h, respectively). Three subjects in general pathology and six subjects in systemic pathology had a significantly greater lecture hours in outside medical schools. The greatest difference was the hours spent in labs were longer for both general and systems pathology in schools outside the USA. The overall utilization of PBL in general and systemic pathology teaching combined was much greater outside the USA compared to within the USA (average overall hours PBL – 97.2 outside vs 16.5 in the USA), however, the reverse was observed for using TBL (average overall hours TBL – 59.5 outside vs 84.5 in USA). Average hours used with other methods of teaching was also greater in outside medical schools compared to USA medical schools (80.8 h vs 44 h, respectively). Pathology teaching in both general and systemic pathology has more extensive lecture hours, laboratory hours, PBL, and other methods of teaching pathology in outside medical schools with different curricula than USA medical schools. TBL is utilized more extensively in USA medical schools.

Establishing sustainable collaborations in global pathology education.

Graduate-level pathology education is under-resourced in low/middle-income countries (LMIC) and provides a unique opportunity for building sustainable collaborations. By focusing on a bi-directional educational exchange through graduate medical training in Pathology and Laboratory Medicine (PALM), global collaborations can extend to research and scholarship efforts. There are few PALM-based graduate medical programs in high-income countries (HIC) that offer this type of global educational exchange, and the few that exist have been mitigated by pandemic-related travel restrictions. Nonetheless, re-investing in these types of exchanges will allow for new opportunity in global pathology education and research for the next generation of trainees. Drawing on the author's own experience in South Africa and Guatemala, five essential elements to establish a sustainable educational collaboration will be discussed: sustained effort and communication between partners of HIC and LMIC, involvement of key stakeholders, educational curriculum involving community engagement and cultural competency, bi-directional exchange between partners, and dedicated time and funding.

Evolving educational landscape in pathology: a comprehensive bibliometric and visual analysis including digital teaching and learning resources.

Pathology education is a core component of medical training, and its literature is critical for refining educational modalities. We performed a cross-sectional bibliometric analysis to explore publications on pathology education, focusing on new medical education technologies. The analysis identified 64 pathology journals and 53 keywords. Relevant articles were collected using a web application, PaperScraper, developed to accelerate literature search. Citation data were collected from multiple sources. Descriptive statistics, with time period analysis, were performed using Microsoft Excel and visualised with Flourish Studio. Two article groups were further investigated with a bibliometric software, VOSViewer, to establish co-authorship and keyword relationships. 8946 citations were retrieved from 905 selected articles. Most articles were published in the last decade (447, 49.4%). The top journals were Archives of Pathology & Laboratory Medicine (184), Human Pathology (122) and the American Journal of Clinical Pathology (117). The highest number of citations was found for Human Pathology (2120), followed by Archives of Pathology & Laboratory Medicine (2098) and American Journal of Clinical Pathology (1142). Authors with different backgrounds had the greatest number of articles and citations. 12 co-authorship, 3 keyword and 8 co-citation clusters were found for the social media/online resources group, 8 co-authorship, 4 keyword and 7 co-citation clusters for the digital pathology/virtual microscopy/mobile technologies group. The analysis revealed a significant increase in publications over time. The emergence of digital teaching and learning resources played a major role in this growth. Overall, these findings underscore the transformative potential of technology in pathology education.

Evaluation of ChatGPT pathology knowledge using board-style questions.

ChatGPT is an artificial intelligence chatbot developed by OpenAI. Its extensive knowledge and unique interactive capabilities enable its use in various innovative ways in the medical field, such as writing clinical notes and simplifying radiology reports. Through this study, we aimed to analyze the pathology knowledge of ChatGPT to advocate its role in transforming pathology education. The American Society for Clinical Pathology Resident Question Bank 2022 was used to test ChatGPT, version 4. Practice tests were created in each subcategory and answered based on the input that ChatGPT provided. Questions that required interpretation of images were excluded. We analyzed ChatGPT performance and compared it with average peer performance. The overall performance of ChatGPT was 56.98%, lower than that of the average peer performance of 62.81%. ChatGPT performed better on clinical pathology (60.42%) than on anatomic pathology (54.94%). Furthermore, its performance was better on easy questions (68.47%) than on intermediate (52.88%) and difficult questions (37.21%). ChatGPT has the potential to be a valuable resource in pathology education if trained on a larger, specialized medical data set. Those relying on it (in its current form) solely for the purpose of pathology training should be cautious.

Team-Based Learning in oral pathology teaching: Analysis of students' perception and impact on academic performance

Higher education institutions seek innovative teaching methodologies, investing in student protagonism in the teaching-learning process. Team-Based Learning (TBL) is an innovative alternative that allows students to expand their intellectual capacity, also promoting dynamic contact between groups involved. This study aimed to evaluate the academic performance and satisfaction of dental students, regarding this methodology. For the study of the academic performance, the statistical calculation of the averages of theoretical assessments of students submitted to the traditional teaching method and to the TBL method was used. For the analysis of students' opinions, a TBL assessment instrument was used. As a result, it was observed that the average of grades was higher in both semesters evaluated when using the TBL method compared to the traditional method, proving to be more efficient in the item yield according to grade, with statistically significant difference (p&amp;amp;lt;0.01). The TBL method obtained satisfactory adherence by students, according to aspects of responsibility, method preference and student satisfaction.

Breaking Barriers in Pathology Education: Embracing the Straight Path to Reform

Abstract Introduction/Objective The field of pathology and preclinical education is undergoing significant changes, with a shift towards student-centered approaches that emphasize self-directed learning. One such approach is case-based learning, which promotes active engagement and critical thinking. Technological advancements, such as digital pathology and radiology, offer several advantages in facilitating case-based learning. Methods/Case Report In this study, we implemented a unique educational strategy that combined digital pathology and radiology resources with case-based learning and team-based learning methodologies. Our approach involved designing and delivering modules, and subsequently collecting feedback from participants. Results (if a Case Study enter NA) Significant findings indicate that the integration of digital pathology and radiology has been highly appreciated by students. The majority of students acknowledged that it effectively aligned with the learning objectives. The survey responses also revealed the successful integration of early holistic pedagogy, the development of team-working skills, and the delivery of authentic and challenging clinical problems. These outcomes greatly contributed to achieving the desired learning outcomes. Conclusion The utilization of digital pathology and radiology resources, alongside well-designed modules, has proven successful in providing long-term access to educational materials and optimizing the presentation and systematization of the learning environment. Our innovative case-based study design, complemented by team-based learning, addresses the current demands of pathology concepts and modern curricula, facilitating a seamless transition into the clinical years. This approach holds great promise for enhancing the effectiveness of pathology education.

Like, Share, and Follow! Analysis of the Use of Social Media by Pathology Residency Programs

Abstract Introduction/Objective To establish the patterns of social media usage across Facebook, Twitter, and Instagram for pathology residency programs and departments from January 2018 to August 2022. To our knowledge, this is the first study of its kind focused on pathology residency programs. Methods/Case Report A list of pathology residency programs was compiled from National Resident Matching Program data. Websites for pathology residencies and major social media platforms were searched for pathology program accounts. The date of creation, number of followers, and number of likes were tracked for each program’s account(s). Each post between January 2018 and August 2022 was categorized according to the content (i.e resident life, education, research announcements, etc.), the number of likes, comments, and shares. Data collection is ongoing with future plans to compare posts and social media popularity between programs based on residency program size, prestige, and geographic location. Results (if a Case Study enter NA) Preliminarily 86 residency programs and 110 social media accounts were identified. There was an increase in social media posts between 2018 and 2022 with Twitter being the most utilized platform. The most commonly posted content category was pathology education, particularly on Twitter. Programs can use this information to create education-based posts or expand on existing teaching programs through social media. While educational posts had the most likes on Facebook, posts focused on the MATCH (the process in which medical students are accepted into a residency program) garnered the most likes on Twitter and Instagram. Conclusion A closer look into how residency programs are using social media and the relative success of posts could be used to increase visibility of residency programs as the resident recruitment process continues to be conducted virtually. The prevalence and popularity of education-focused posts shows that social media is an effective platform to teach pathology and is well received by viewers. Future research can focus on how pathology residency social media posts may have impacted residents, students, and other social media consumers on their decision to apply or to attend a program and/or interest in pathology.

Assessing the Impact of Race, Sexual Orientation, and Gender Identity on USMLE Style Questions: Preliminary Results of a Randomized Controlled Trial

Abstract Introduction/Objective Medical students are expected to graduate with cultural competence, which improves the quality of care of different minority groups and may help reduce health disparities. Incorporation of diversity, equity, and inclusion into medical teaching is critical to the development of culturally competent physicians; however, centuries of medical pedagogy have tied certain pathologies to racial and sexual/gender minority patients. This not only encourages stereotyping to arrive at the correct answer but also narrows the differential diagnosis developed by the future physician. We are surveying US and non-US third- and fourth-year medical students and first-year residents to demonstrate to what extent inclusion of race, sexual orientation, and gender identity data in question stems influences diagnosis and clinical decision-making. Methods/Case Report The survey consists of three sections. The first section collects demographic information, including age, race, gender identity, region, type of medical degree, current level of training, completion of examinations, and MCAT score. The second section presents one of two sets of twelve USMLE style questions with (experimental) or without (control) key demographic data, including race, sexual orientation, and gender identity. The third section presents four questions in order to assess participants’ understanding of the higher burden of hypertension among Black patients and attitudes regarding the role of their medical education in the development of biases. Participants were randomized to the set of twelve questions in the second section. Results (if a Case Study enter NA) Preliminary results from 25 medical trainees associated with Loyola University Chicago demonstrate that the presence of demographic data including race, sexual orientation, and gender identity impact answer choice on standardized questions. Conclusion The preliminary results of this study are significant because they suggest that race, sexual orientation, and gender identity are still being used in pathology education to highlight certain disease processes, potentially in a manner that is out of proportion to actual disease prevalence.

Utilization of accessible resources in the fabrication of an affordable, portable, high-resolution, 3D printed, digital microscope for Philippine diagnostic applications.

Philippine clinical laboratory licensing requirements mandate that diagnostic microscopy for Tuberculosis (TB) sputum microscopy, urinalysis, pap smears, wet smears, an option for complete blood count, stool exams, and malaria thick and thin smears should be accessible and available in health facilities including primary care centers. However, access to these essential diagnostics is hampered by the lack of trained personnel, relatively high costs for supplies and equipment especially in rural and underserved areas. This served as motivation for our team to utilize accessible resources in the form of affordable 3D printers, available CAD software, and components to build our low-cost Openflexure microscope (OFM) prototype. We successfully fabricated our prototype for a total of 310$ with a weight of 525g. We used pathology teaching slides from the Ateneo School of Medicine and Public Health and examined the OFM prototype imaging capabilities. The calculated image resolution was 13% higher compared to an LED light microscope sample captured by a mobile phone at 40x and 15% for 100x. The sampled slide images had adequate clarity with some identifiable cellular features for Rheumatic Heart Disease (RHD), Tuberculosis in soft tissue, and Ascariasis. We were able to correct the color aberrations of the OFM we built and was able to scan images up to 1000x magnification without using oil. Given the features and cost, the OFM prototype can be an attractive and affordable option as an alternative or augmentation to diagnostic microscopy in Philippine primary care. Moreover, it may enable telepathology to support diagnostic microscopy in frontline care.

Adquisición de competencias en ECV en el grado en Medicina: percepción de médicos residentes de cardiología

Introduction and objectivesUniversity education during the degree in Medicine must ensure the acquisition of essential knowledge and skills necessary for the performance of the medical profession. The objective of this study was to analyze the perception of Cardiology resident doctors in Spain regarding the acquisition of competencies in cardiovascular pathology during their university training, and its usefulness in daily clinical practice. MethodsA telematic questionnaire was developed targeting 814 cardiology residents in Spain between January and February 2023. The acquisition of competencies during the medicine degree and the implementation of teaching innovations in the subject of cardiovascular diseases were evaluated. ResultsThe survey was completed by 69 (8.5%) cardiology residents (mean age of 29, 43% women). The competencies that a larger number of respondents considered acquired during their university training were knowledge of cardiovascular risk factors (91.2%), while the interpretation of major diagnostic tests was considered acquired by a smaller number of respondents (27.9%). The majority of participants stated that university training was only useful for passing the subject. The most commonly implemented teaching innovations were clinical practices (96.2%), and their implementation received positive evaluations from the majority of participants. ConclusionsCardiology residents participating in the survey reflected that university education in cardiovascular pathology in Spain primarily emphasizes the acquisition of theoretical knowledge. However, the inclusion of teaching innovations could facilitate the development of practical competencies and skills, which are crucial in the foundational training of a physician.

Randomised trial of general practitioner online education for prescribing and test ordering

IntroductionPotentially inappropriate medicine prescriptions and low-value diagnostic testing pose risks to patient safety and increases in health system costs. The aim of the Clinical and Healthcare Improvement through My Health...

Digital Versus Conventional Teaching of Surgical Pathology: A Comparative Study.

To compare the digital method and the conventional method of teaching surgical pathology to medical students. A prospective case-control study was conducted on second-year students during the period of August 20, 2022, through January 15, 2023. Students, divided into two groups of 45 each, were taught surgical pathology via both conventional and digital methods. Four specimens and four slides were taught in total to the same set of students. A pre-test and a post-test were used to evaluate students' performance and the impact of the teaching method. The answers were analyzed using a paired t-test. In the end, students' responses were obtained regarding their views on a better method of teaching on a Likert scale. To study gross pathology, 50.7% of students were in favor of the digital method, and 21% were not in favor. For the microscopic examination of tissues, 56.92% of students were in favor of the digital method, and 15% were not in favor. There was a significant increase in post-test scores (12.54-9.79 = 2.75, p=0.007) when digital methods for teaching surgical pathology were applied. The Likert scale demonstrated that the digital method of teaching surgical pathology not only improved student performance but also resulted in a better understanding of the subject.