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Exploring the feasibility and educational value of an immersive situational teaching method in a preclinical
Chun-Hua Wang1,2, Mei Li1,2, Jing-Dun Xie1,3
1State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China.
Background:
Early exposure to pathology plays an important role in connecting foundational biomedical knowledge with clinical practice. However, traditional lecture-based teaching may provide limited opportunities for students to experience authentic diagnostic processes and appreciate the clinical relevance of pathology. This study aimed to explore the feasibility and perceived educational value of an Immersive Situational Teaching Method (ISTM)-based preclinical pathology observation program.
Methods:
A single-center, descriptive educational innovation study was conducted in the Department of Clinical Pathology at Sun Yat-sen University Cancer Center. A total of 41 junior medical students participating in two consecutive summer preclinical observation programs (July-August 2022 and July-August 2023) completed a structured questionnaire evaluating their learning experiences and perceptions. The questionnaire was adapted from previously reported medical education instruments and demonstrated good internal consistency (Cronbach's α = 0.87). Descriptive statistics were used to summarize learner satisfaction and self-reported educational outcomes.
Results:
The ISTM-based program was highly accepted by participants, with 92.6% of students reporting satisfaction or high satisfaction. Students reported enhanced understanding of pathological diagnostic workflows, improved integration of basic medical knowledge with clinical practice, and increased awareness of the professional role of pathologists. Qualitative feedback further indicated that the immersive experience improved learning motivation and promoted appreciation of the relationship between pathology and patient care. No objective assessments of knowledge acquisition, diagnostic skills, or clinical competency were performed.
Conclusions:
Immersive situational teaching is a feasible and well-received approach for pre-clinical pathology education, offering a structured opportunity for early clinical exposure. Findings are limited by the single-arm, self-report design and lack of objective outcome measures. Further studies incorporating comparative designs and competency-based assessments are warranted to validate these preliminary observations.