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Mapping of pathology curriculum as quadriphasic model in an integrated medical school: how to put into practice?

Authors Atta IS, AlQahtani FN

Received 28 January 2018

Accepted for publication 23 May 2018

Published 7 August 2018 Volume 2018:9 Pages 549—557

DOI https://doi.org/10.2147/AMEP.S163971

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,1,2 Fahd Nasser AlQahtani3

1Department of Pathology, Faculty of Medicine, Al-Azhar University, (Assuit branch), Cairo, Egypt; 2Department of Pathology, Faculty of Medicine, Albaha University, Al Baha, Saudi Arabia; 3Department of Radiology, Faculty of Medicine, Albaha University, Al Baha, Saudi Arabia

Introduction: Integration is the dynamic interconnectedness at multiple levels based on recursive interactions. Pathology teaching strategy in the integrated curriculum has been widely studied, but mapping pathology in the integrated curriculum has not been fully handled.
Aim of this study: The aim of this work is to address the pathology teaching experience at Albaha School of Medicine.
Methods: For attaining the well-situated integration of pathology, the quadriphasic model for teaching/learning pathology in the integrated curriculum is fully formulated and well conducted. This model is formed on the basis of the incorporation of pathology foundations at all academic levels in 4 phases: Phase I: the introductory course of the preparatory phase; Phase II: formation of the 7-week principle of disease module: 2nd basic year; Phase III: integration of anatomic pathology into system-based basic science modules; and Phase IV: application of clinical perspectives on the pathological background in clinical years.
Results: Inferences acquired through program evaluation as well as student assessment indicate that this model will be of practical use in medical schools. Trivial improvements and changes related to the balance between topics applied and time allocated are extensively needed. Despite the positive feedback obtained, minor pathology topics have been missed or only partially delivered.
Conclusion: The quadriphasic model is a novel approach to teaching pathology and needs to be more documented and addressed by traditional medical schools that are in the process of shifting toward an integrated system-based learning. Addition of the module that covers the missed topics is highly recommended, and its content must be reformed annually.

Keywords: integration, pathology, teaching/learning, pathology curriculum

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