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Fixation and Sectioning

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Two basic types of preparation are used to visualize specimens with a light microscope: wet mounts and fixed specimens.
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Related Experiment Video

Updated: May 26, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Teaching pathology differently: Comparision between three diverse teaching learning methods.

A W Kashif¹, Vikas Karamchand Dagar², Hitesh Kumar Mahato³

¹Professor, Department of Pathology, Armed Forces Medical College, Pune, India.

Medical Journal, Armed Forces India

|February 24, 2025

Summary

This summary is machine-generated.

Blended learning (BL), combining audio-video presentations with discussions, significantly improved pathology student performance compared to traditional lectures (DL) or e-learning (EL). This engaging approach enhances overall understanding and interest in the subject.

Keywords:

Blended learning Didactic lecture E Learning

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Area of Science:

Medical Education
Pathology Teaching
Curriculum Development

Background:

Pathology requires deep understanding, clinicopathological correlation, and active learning.
Rote memorization hinders student interest and long-term retention.
The COVID-19 pandemic amplified challenges in pathology education.

Purpose of the Study:

To compare the effectiveness of three teaching-learning methods (TLMs) in pathology.
To identify the optimal TLM for pathology education.

Main Methods:

A comparative study involving 124 second-year MBBS students.
Three groups were formed: Didactic Lecture (DL), E-learning (EL), and Blended Learning (BL).
Blended Learning (BL) combined voice-annotated presentations with interactive large-group discussions.

Main Results:

The Blended Learning (BL) group showed significant improvement in scholastic performance.
Students in the BL group found the method more interesting and interactive.
No significant difference was noted between the Didactic Lecture (DL) and E-learning (EL) groups.

Conclusions:

Blended Learning (BL) is more effective than traditional Didactic Lectures (DL) and E-learning (EL) for pathology education.
Blended Learning (BL) fosters a comprehensive understanding and transforms the student learning experience.
Interactive and multi-modal approaches enhance student engagement and academic outcomes in pathology.