(PO-052) Teaching Pathology in Integrated Biomedical Sciences Course—Students’ Perception

Author: Weaam Hazime, BS – Student, University of Detroit Mercy School of Dentistry
Author: Mikaela Almeida, BS
Author: Junu Ojha, BDS – University of Detroit Mercy School of Dentistry
Submitter: Junu Ojha, B.D.S., M.S. – Associate Professor, University of Detroit Mercy School of Dentistry

Objective: To evaluate the perceptions of students regarding understanding of pathology concepts in an integrated biomedical sciences curriculum. It is aimed to determine whether students perform better in subsequent oral pathology courses, Integrated National Board Dental Exam and clinic, if pathology is delivered in an integrated format.
 

Methods: The research was conducted using anonymous paper and electronic survey. Participants were 2nd and 3rd year students who had taken pathology in this format. The questionnaire had 15 questions regarding the quantity of pathology material, how it impacted the overall and mock INBDE performances, and their ability to apply knowledge in clinical settings.

Results: Preliminary results from 80 students showed 50% agreement pathology was equally distributed relative to other biomedical subjects. 63% agreed less than 20% was dedicated to pathology. About 67% preferred more pathology content. 71% agreed integration had a positive impact on overall performance, 20% agreed it negatively impacted performance and 11% agreed it had no impact. There was a general agreement that the integration had a positive impact on performance. With regards to such impact, 48% agreed the integration allowed for concept acquisition required for subsequent pathology courses. Only 19% were confident about applying pathology knowledge in clinic. Regarding the resources for pathology 37% were undecided about quality of resources. For impact on the mock INBDE performance, 46% were undecided whereas 55% agreed more case-based reviews would prepare them better for the mock INBDE. Responses were evenly distributed regarding whether pathology should be integrated or stand alone. Students agreed on having more pathology-focused case discussions as solutions that will make pathology more beneficial when taught as part of an integrated curriculum.

Conclusion: This format of pathology teaching helps students make long-term and critical connections among the biomedical sciences and applying such connections to understanding of pathology.