Department of Pathology, IPGMER, Kolkata, West Bengal
Identification of histopathology slides, an important part of pathology practical syllabus in undergraduate medical curriculum, continues to remain an enigma to the vast majority of the students. Though identified, it has never been a subject of any scientific study to delineate the underlying causative factors.
The present study aimed to isolate the factors responsible for the problems in identification of histopathology slides by the undergraduate students and to recommend suggestions for the improvement of this particular teaching-learning process.
This study was conducted at the Department of Pathology from June 2011 to August 2011. A total of 65 undergraduate students (2nd year Professional MBBS) and 17 faculty members participated in the study. Two separately set questionnaires were used for obtaining responses from the students and the teachers.
Majority of the students (46.2%) agreed that they were interested in attending histopathology tutorial classes, but the teaching mode preferred by majority of the students was digital slide show using computers. Lack of history in examinations created a great hindrance, not only to the diagnosis, but also for clinical correlation. A total of 60% of the teachers thought that histopathology slides carried less marks in the examination and that most of students were more inclined towards clinical subjects. Some of the teachers (40%) also thought that histopathology was not a must-to-learn skill for the basic doctors.
This particular topic requires further evaluation by eminent medical teachers.
Histopathology, Undergraduate students, Teachers, Teaching methodology, Pathology
