Teaching pathology in the 21st century: Assessment of required student use of interactive videodiscs designed to teach basic pathology

Dedicating Speci.c Sessions of Cytopathology Courses to Medical Students

“…4,5 As shown by others, utilization of computers and Web-based learning methods would give additional, illustrative power with time flexibility as a major advantage. 4,5,8,11,12 This argues against some of the responses emphasizing the time restraints on an already-condensed pathology course. Although the field of cytopathology is a specialized area of pathology and some consider it too specialized to be taught to medical students, including a brief exposure to basic principles of cytopathology and its applications is very educational and a necessary prerequisite of understanding the diagnostic approaches taught in systemic pathology sessions.…”

“…Some programs use problem-based learning methods; others include computer-assisted and interactive learning and also Web-based clinical scenarios simulating real-life examples. [4][5][6][7][8] This study was undertaken in an attempt to establish a consensus among medical schools in this regard in North America, using a simple questionnaire-type survey.…”

Teaching and learning pathology: a critical review of the English literature

“…There have been several reports of feedback from students and this has been almost universally favourable 12,71,82,83,85,86,89,90 . Students found that the pathology integrated well into clinical aspects of their course.…”

“…Some students paid the definitive accolade of buying the package 89 . However, students also preferred websites to be an addition to lectures and handouts 71,85 . There have also been more objective evaluations of the use of IT.…”

Development of neuropathology interactive videodisk instructional units

“…The number of students who completed an evaluation form was 88 for the Neoplastic Disorders unit and 81 for the Cerebrovascular Disorders unit. The evaluation form had three parts: Students were asked to respond to statements related to effectiveness of different parts of the units on a scale ranging from strongly disagree (1) to strongly agree (5); students were asked about their use of, and preference for, specific features of the units; and students were solicited to provide written comments. The ratings from students in the three curricula were similar, and the results were pooled.…”