Am I teaching pathology effectively ? -current events and future designs-

1. Am I teaching pathology effectively ?-current events and future designs- Nam-Yong Park, DVM, PhD Professor, Department of Pathology, College of Veterinary MedicineChonnam National University

2. 6 Exams Presentatipn Rotation Web suffing necropsy Prof’s Lecture Histopathology Lab. I Hate Pathology !

3. My Dilemma in Pathology Education • molecular biology, genetics and immunology are leading subjects for biomedical studies • traditional professor-oriented method - the professor teaches, the students just listen and take notes • this discipline-oriented curriculum produces students not flexible because they are limited by the knowledge taught to them • no integration with other courses, pathology becomes separated from other courses

4. Dilemma (con’t) • content of course is limited by the textbook , topics are selected by the professor • some faculty staff try to teach high level of pathology overwhelming the students • overlapping and repetition of same topics with other subjects • too much emphasis on morphology (drawing the histopath lesions) rather than mechanism of disease and analytical skill

5. How to Improve Teaching of Pathology • Aim for the general students and not for those who will specialize in pathology • Emphasize the integration of pathology with other subjects during the teaching of general pathology • The special pathology course should be taught together with the other clinical subjects • More emphasis on pathogenesis, necropsy and case studies

6. Let us think about how we can make useful the knowledge of pathology we learned during college years • The knowledge of pathology learned in the college should be useful after graduation

7. FOR WHOM DO WE TEACH PATHOLOGY ? • Always follow the traditional method (one-way learning ) of teaching pathology, I cannot satisfy the demand of the present consumers • Negative view of pathology education( I HATE PATHOLOGY!!)

8. Classical methods of teaching Pathology* • Lecture - given by the professor • Laboratory exercises: assisted by an instructor • necropsy procedures • histopathological analysis • Case discussion and report - independently coordinated by the students *the objectives of the course must be clearly defined so that critical evaluation and assessment can be done to determine effectivity and relevance of the course

9. Current Methods of Teaching Pathology: • Web/internet -based learning: • university/college/department website • professor’s own homepage • PBL Problem-Based Learning, sometimes known as CBL - Case-Based Learning • more emphasis on clinical and practical approach (integrated instruction)less emphasis on compartmentalized specialization • more emphasis on pathophysiology, less emphasis on gross and microscopic lesions,

11. Advantages of hi-tech methods of teaching: • fast dissemination of knowledge • rapid updates of data • “convenient” for the teacher and students: • digital images vs. actual gross/histopath lesions • no need for microscopes and glass slides • notices and instructions posted on the bulletin board • change from teaching to learning process - self initiative of students at their own pace with minimal supervision by using SAQ (Self-Administered Quiz)

12. Disadvantages of hi-tech methods of teaching: • too many data to study - overwhelms the students;some students hate pathology • careless input of data - not peer-reviewed, misspellings, bad grammar, conflict of data • technical problems - both software and hardware problems • expensive - beyond financial capability of poor countries • bad image/picture - not represent true lesion

13. Philosophy: • Teaching-learning process - who teaches and who learns? • Chinese character for teacher - sensei in Japanese and songsen nim in Korean - “somebody born ahead of you” • the young learns from the older - in modern times it is the otherway round sometimes !!

14. Current Problems: • Big number of students per class - strain on the resources (ideal size is 60 with 10-15 students per group) • expensive curriculum • relevance of curriculum to present need of society

15. Suggestion to solve problem: (VISION: future designs) Problem : Current method of teaching by use of PBL accessed from the web/internet is very EXPENSIVE not affordable in most developing Asian countries Solution: Developed industrialized Asian countries should pool their financial resources together and sponsor a system to produce copies of PBL in CDs to be distributed to our developing Asian neighbors so that they can catch up with modern vet pathology and information technology

16. Importance of necropsy: • visual experience of students - change from morbid anatomy to fresh specimen • “message of wisdom from the dead to the living” • quick, rapid and reliable diagnosis in the “field” • basis of other consequent analysis: histopathology, microbiology, etc.

17. Assessment: success or failure • Did the students learn more? • Are teachers satisfied - high score in students’ evaluation ? • Is there an improvement in passing rate in board exams? • After graduation, can the students recall knowledge in pathology? • Can the graduates use pathology in their chosen work or is knowledge in pathology useless ?

18. My personal assessment and conclusion: • The most effective and useful method of teaching vet pathology: • Problem-Based Learning (PBL) - need not be accessed from the net, simple hard copy of printed materials will do or PBL in CD format

19. Advantages of PBL: • develops the critical and analytic thinking of students • develops the clinical investigation and evaluation of information capabilities of students • improvement of communication and professionalism in veterinary practice • understanding and appreciation of pathology • stimulates the students interest in animal diseases • develops and sharpens clinical problem solving skills

20. Disadvantages of PBL: • tendency for students to memorize case patterns • cultivates the pattern-forming habits of students • instead of using critical thinking and analysis the students tend to become “robots” or “machines”

21. Web/internet -based learning

34. How about SAQ/T (Self-AdministeredQuiz or Test) ?? • Advantages: • independence of students - they can take the quiz at their own pace and time • economical on staff personnel - no need for close supervision by a staff • Disadvantages: • pattern-forming memorization • study only just to pass the exam

35. SAQ/T(Self-Administered Quiz or Test)

39. Summary • From pathology-oriented education to integration with other subjects • From microscopic observation to case-based analytical method of learning • Do not try to teach everything to your students in a spoon-feeding manner, let the students think for themselves

40. Recommendations 1. Coordination with other pathologists from neighboring countries to get good educational materials 2. Mutual access with other advanced countries to find ID user and password 3. Preparation of portable beam projector, CD or DVD for general and systemic pathology, necropsy, PBL program, etc. 4. Regular congress/meeting with neighboring countries to maintain mutual relationship and understanding 5. Pathologists from Japan, Taiwan and Korea must help other Asian pathologists