Journal of Education and Health Promotion

Relooking the curriculum and assessment in undergraduate pathology

Document Type : Original Article

Authors

. Yookarin Khonglah
. Vandana Raphael
. Jaya Mishra
. Evarisalin Marbaniang
. Zachariah Chowdhury
. Biswajit Dey
Abstract
INTRODUCTION: Pathology is basic science, and steps are being taken to integrate the clinical
sciences in undergraduate pathology curriculum. The present study was undertaken with the aim to
assess the need for revision of the undergraduate pathology curriculum with a focus on assessment
methods.
MATERIALS AND METHODS: This study included a questionnaire‑based, anonymous, survey in a
5‑point Likert‑type scale for undergraduate students who have completed pathology subject including
the interns and a qualitative approach through interviews and focus group discussions from the
pathology senior residents and faculties using the essentialist thematic analysis.
RESULTS: There were a total of 109 feedbacks from undergraduate students and also the interns.
A total of 10 feedbacks from the senior residents and faculties were analyzed. About 70%–90% of
the students were satisfied with the pathology curriculum and teaching and clinical integration in
pathology. However, only 52.3% of students felt morphology being extremely important as compared
to 80% of faculties, showing a discrepancy between the students’ perception of the importance of
morphology and that of the faculties.
CONCLUSION: Although both students and faculties find the curriculum adequate, it is suggested
that teaching could be made more clinical oriented. The assessment based on morphology should
be given less emphasis during the assessment.

Keywords

Curriculum
pathology
undergraduate
1. Du Boulay C. Learning pathology: Why? How? When? J Clin
Pathol 1997;50:623‑4.
2. Carr NJ, Olmos M, Bushnell J. Delivering a pathology curriculum
in an integrated medical course. Virchows Arch 2008;453:369‑75.
3. Bligh J. Problem‑based learning: The story continues to unfold.
Med Educ 2000;34:688‑9.
4. Kar A, Kar T, Dash K, Rout N, Bhuyan P, Panda S, et al.
Undergraduate pathology education: Meeting the challenge
ahead. Int J Clin Med 2012;3:83‑7.
5. Mcmahon RF, Benbow EW. Designing assessment of pathology in
the undergraduate curriculum. Diagn Histopathol 2008;14:453‑8.
6. Toppo NA, Lazarus M, Seth RJ, Bhargava OP, Yadav KS,
Kasar PK. Introduction of integrated teaching learning module in
second M.B.B.S. curriculum. Int J Contemp Med Res 2016;3:1275‑9.
7. Weedon D. Whither pathology in medical education? Med J Aust
2003;178:200‑2.
8. Mattick K, Marshall R, Bligh J. Tissue pathology in undergraduate
medical education: Atrophy or evolution? J Pathol 2004;203:871‑6.
9. Williams G, Lau A. Reform of undergraduate medical teaching
in the United Kingdom: A triumph of evangelism over common
sense. BMJ 2004;329:92‑4.
10. Benbow EW, Rutishauser S, Stoddart RW, Andrew SM,
Freemont AJ. Pathologists and problem‑based learning. J Pathol
1996;180:340‑2.
11. Ben‑David FM. Association of medical education in Europe
guide no. 14: Outcome‑based education: part 3 – Assessment in
outcome‑based education. Med Teach 1999;21:23‑5.
12. Htwe TT, Ismail SB, Low GK. Comparative assessment of
students’ performance and perceptions on objective structured
practical models in undergraduate pathology teaching. Singapore
Med J 2014;55:502‑5.
Journal of Education and Health Promotion
Volume 9, Issue 6
June 2019
Pages 1-5

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us