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The superiority of interactive courses combined with the teacher???s physical presence in the undergraduate pathology curriculum

Abstract

Efstathia Belezini, Nikolaos Katsoulas*, Georgia-Eleni Thomopoulou and Andreas C. Lazaris

ABSTRACT

Objective: Education in Pathology through the traditional way of teaching in undergraduate medical curriculum is steady, based on the teacher’s physical presence and the theoretical context of teaching. Although modern methods, including web-assisted training, foster students’ interest through experiential learning, the complementary role of such methods compared to traditional ones is appraised.

Methods: Three hundred questionnaires were given to the students of Pathology I (fifth undergraduate semester) and Pathology II (sixth undergraduate semester), respectively. Theoretical lectures, laboratory, clinicopathological courses, and exam preparatory courses were compared to modern web courses (HIstoPathology ONline platform and Open e-courses).

Results: Despite the overall low response rate, the evaluation of the undergraduate Pathology curriculum shows that education through interactive clinicopathological courses, by presenting case studies, is seen by students as particularly interesting when combined with the teacher’s physical presence. Web/e-courses seem to be less attrac- tive, indicating a possible reluctance in their wide use in the learning process within an academic curriculum.

Conclusion: At present, teaching with the tutor’s physical presence is still considered to be superior, with e-tools regarded as complements; the combination of the traditional theory teaching with interactive courses emerges as the current education option by the students of pathology.

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