Relooking the curriculum and assessment in undergraduate pathology

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. MA...

Full description

Bibliographic Details
Main Authors: Yookarin Khonglah, Vandana Raphael, Jaya Mishra, Evarisalin Marbaniang, Zachariah Chowdhury, Biswajit Dey
Format: Article
Language:English
Published: Wolters Kluwer Medknow Publications 2019-01-01
Series:Journal of Education and Health Promotion
Subjects:
Online Access:http://www.jehp.net/article.asp?issn=2277-9531;year=2019;volume=8;issue=1;spage=116;epage=116;aulast=Khonglah
id doaj-fe6fe13e24bb4c6da4d811056d0ac392
record_format Article
spelling doaj-fe6fe13e24bb4c6da4d811056d0ac3922020-11-25T03:08:36ZengWolters Kluwer Medknow PublicationsJournal of Education and Health Promotion2277-95312019-01-018111611610.4103/jehp.jehp_275_18Relooking the curriculum and assessment in undergraduate pathologyYookarin KhonglahVandana RaphaelJaya MishraEvarisalin MarbaniangZachariah ChowdhuryBiswajit DeyINTRODUCTION: 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.http://www.jehp.net/article.asp?issn=2277-9531;year=2019;volume=8;issue=1;spage=116;epage=116;aulast=Khonglahcurriculumpathologyundergraduate
collection DOAJ
language English
format Article
sources DOAJ
author Yookarin Khonglah
Vandana Raphael
Jaya Mishra
Evarisalin Marbaniang
Zachariah Chowdhury
Biswajit Dey
spellingShingle Yookarin Khonglah
Vandana Raphael
Jaya Mishra
Evarisalin Marbaniang
Zachariah Chowdhury
Biswajit Dey
Relooking the curriculum and assessment in undergraduate pathology
Journal of Education and Health Promotion
curriculum
pathology
undergraduate
author_facet Yookarin Khonglah
Vandana Raphael
Jaya Mishra
Evarisalin Marbaniang
Zachariah Chowdhury
Biswajit Dey
author_sort Yookarin Khonglah
title Relooking the curriculum and assessment in undergraduate pathology
title_short Relooking the curriculum and assessment in undergraduate pathology
title_full Relooking the curriculum and assessment in undergraduate pathology
title_fullStr Relooking the curriculum and assessment in undergraduate pathology
title_full_unstemmed Relooking the curriculum and assessment in undergraduate pathology
title_sort relooking the curriculum and assessment in undergraduate pathology
publisher Wolters Kluwer Medknow Publications
series Journal of Education and Health Promotion
issn 2277-9531
publishDate 2019-01-01
description 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.
topic curriculum
pathology
undergraduate
url http://www.jehp.net/article.asp?issn=2277-9531;year=2019;volume=8;issue=1;spage=116;epage=116;aulast=Khonglah
work_keys_str_mv AT yookarinkhonglah relookingthecurriculumandassessmentinundergraduatepathology
AT vandanaraphael relookingthecurriculumandassessmentinundergraduatepathology
AT jayamishra relookingthecurriculumandassessmentinundergraduatepathology
AT evarisalinmarbaniang relookingthecurriculumandassessmentinundergraduatepathology
AT zachariahchowdhury relookingthecurriculumandassessmentinundergraduatepathology
AT biswajitdey relookingthecurriculumandassessmentinundergraduatepathology
_version_ 1724665449834086400