Technology – Enhanced Pathology Education: Nigerian Medical Students Perspectives

Abstract

Background: The delivery of pathology education traditionally through instructor centred didactic lectures, small group tutorials, and practical demonstrations using microscope glass slides, gross pot specimens and autopsy sessions, is paving way for electronic learner-centred methods. Successful adoption and implementation of rapidly advancing educational technologies in the resource-constrained environment obtainable in most of sub-Sahara Africa requires a comprehensive analysis of the learners’ reflections on their use and effectiveness.Aims: This study aimed to evaluate the perspectives of medical students towards the ever-advancing ways of teaching and learning pathology in Nigeria.Materials and methods: Fifty-five fourth year medical students randomly selected from two universities were given survey questionnaire. The questionnaires enquired into opinions of the students on the various aspects of the use of ICT in pathology education.Results: Studying with microscope mounted glass slides was considered by the majority (33, 60%) of the 55 respondents to be the most effective method of learning pathology and 24 (43.6%) favoured the projection of the glass slide on a large screen using a camera-mounted microscope. Twenty-seven (49.1%) preferred projected computer based digital microscope images. Twenty students (36.4%) disagreed with the use of internet-based images during practical classes. Prior distribution of digital images to students’ hand – held devices days before classes was agreed to by 19 (34.5%) and strongly agreed to by 15 (27.3%) students. Annotated digital images, instead of glass slides, were favoured by 50, (91%) students.  Self-study with webinars was not supported by 26, (47.2%) students. Eleven (20%) students strongly agree, 25 (45.5%) agree, eight (14.5) are undecided, and 10 (18.2%) disagree that the use of digital microscope images reduces microscope handling proficiency. The use of digital images instead of mounted glass slides during objective structured practical examination was supported by 20, (36.4%) students. Forty-seven (85.5%) reported interrupted classes due to faulty equipment.Conclusion: The challenge of developing ways for better delivery of pathology curriculum content to future doctors compels medical educators to explore easier ways of teaching and learning. This study has demonstrated that medical students in Nigeria favour technology enhanced learning and the integration of new teaching methods into already existing frameworks.

Keywords: technology-enhanced learning, pathology, pathology education, student perspectives