Exploring Second MBBS Students' Perspectives on Teaching-Learning Methods in Pathology in the Competency-Based Medical Education Curriculum
Abstract:
Pathology is a
cornerstone of medical education, bridging basic sciences with clinical
practice. This study investigates second-year MBBS students' perceptions of
pathology as a subject and evaluates the effectiveness of teaching-learning
methods within the Competency-Based Medical Education (CBME) framework. A
structured questionnaire with Likert scale items and open-ended questions was
administered to gather data on students' perceptions of pathology and the CBME
teaching-learning methods. We assessed students' attitudes towards pathology,
identified challenges, and analyzed the impact of CBME-based teaching
strategies on learning outcomes. The majority of students (77.2%) find
pathology challenging. 89.5% of students thought that the number of lectures
and duration of each session were adequate. 77.6% of students said that large
group lectures were monotonous and a majority wanted a greater number of small
group discussions (70.6%) and case-based discussions (78.5%). Integrated
teaching was a useful method for a greater depth of understanding of medicine.
57.9% of students wanted horizontal integration while 42.1% wanted vertical
integration. 83.8% of students highly appreciated the practical DOAP sessions.
Pathology is recognized as a fundamental subject. However, students face
challenges in engaging with it fully under the CBME curriculum. The
effectiveness of teaching-learning methods varies, with interactive and
integrative approaches being more favoured than traditional lectures. While
current teaching-learning methods have strengths, there is room for improvement
in integrating pathology with clinical practice and addressing resource
limitations.
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