Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form
Authors Atta IS, AlQahtani FN
Received 8 March 2018
Accepted for publication 4 May 2018
Published 20 July 2018 Volume 2018:9 Pages 527—533
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Md Anwarul Majumder
Ihab Shafek Atta,1 Fahd Nasser AlQahtani2
1Pathology Department, Faculty of Medicine, Al-Azhar University, Cairo (Assuit Branch), Egypt; 2Radiology Department, Faculty of Medicine, Albaha University, Al-Aqiq, Saudi Arabia
Introduction: Many curricula integrate radiology with anatomy courses but none of these curricula adopt integration of pathology with radiology as interdisciplinary form at the undergraduate level. The aim of the current study was to identify the outcome of interdisciplinary integrated course of pathology and radiology in musculoskeletal system module (MSK).
Methods: A comparative interventional study was conducted on 60 students representing a whole class of the third year of level V. MSK and gastrointestinal module (GIT) were selected as study and control module, respectively, as being adopted for the same level/allocated hours, enriched with many subject areas for both fields, and availability of learning resources for both. A planned interdisciplinary integrated course for MSK pathology and radiology was implemented in the pathology lab. The subject area was selected and taught for both fields in consecutive ways by pathology and radiology experts. After teaching, gross/histopathologic specimens and radiology imaging/reports were distributed over benches and the students investigated the same. Conversely, in GIT control module, both fields were delivered separately, and no interdisciplinary form of integration occurred. Students’ scores for both fields were filtered from the objective structured practical exam, quiz, and final exam. Students’ marks and satisfaction were subjected to multiple comparisons using independent student’s t-test. SPSS version 17 was used.
Results: Significances were obtained between total marks of students for both modules and between radiology courses for both with P=0.0152 and 0.0199, respectively. Number of students who achieved >80% in MSK was 20 and 26 compared to 15 and 17 in GIT for pathology and radiology, respectively. Student satisfaction was high for interdisciplinary integration in MSK with significant difference obtained between MSK and GIT.
Conclusion: The integration of both fields augments student performance for both. This experience must encourage curriculum committee to globalize it over all other modules.
Keywords: pathology teaching, radiology teaching, high level of integration, curriculum reform, Harden’ interdisciplinary level
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