(2nd asian society of veterinary pathology symposium, p57-61

Nam-Yong Park, DVM, PhDNam-Yong Park, DVM, PhD

Professor, Department of Pathology, College of Veterinary MedicineChonnam National University

Am I teaching pathology effectivelyAm I teaching pathology effectively ? ?-current events and future designs--current events and future designs-

6 Exams

necropsy

Prof’sLecture

Histopatholo

gyLab.

PresentatipnRotation

Web suffing

I Hate Pathology !

• molecular biology, genetics and immunology are leading subjects for biomedical studies

• traditional professor-oriented method -the professor teaches, the students justlisten and take notes

• this discipline-oriented curriculum produces students not flexible because they are

limited by the knowledge taught to them • no integration with other courses, pathology becomes separated from other courses

My Dilemma in Pathology Education

Dilemma (con’t)

• content of course is limited by the textbook , topics are selected by the professor

• some faculty staff try to teach high level of pathology overwhelming the students

• overlapping and repetition of same topics with

other subjects

• too much emphasis on morphology (drawing

the histopath lesions) rather than mechanism of disease and analytical skill

• Aim for the general students and not for those who will specialize in pathology

• Emphasize the integration of pathology with other subjects during the teaching of general pathology

• The special pathology course should be taught together with the other clinical subjects

• More emphasis on pathogenesis, necropsy and case studies

How to Improve Teaching of Pathology

•Let us think about how we can make useful the knowledge of pathology we learned during college years

• The knowledge of pathology learnedin the college should be usefulafter graduation

•Always follow the traditional method (one-way learning ) of teaching pathology, I cannot satisfy the demand of the present consumers

•Negative view of pathology education( I HATE PATHOLOGY!!)

FOR WHOM DO WE FOR WHOM DO WE TEACH PATHOLOGY ?TEACH PATHOLOGY ?

Classical methods of teaching Pathology*Classical methods of teaching Pathology*

LectureLecture - - given by the professorgiven by the professor

Laboratory exercisesLaboratory exercises: : assisted by an instructorassisted by an instructor

necropsy proceduresnecropsy procedures histopathological analysishistopathological analysis

Case discussion and reportCase discussion and report - - independently independently

coordinated by the studentscoordinated by the students

* the objectives of the course must be clearly defined so thatcritical evaluation and assessment can be done to determine effectivity and relevance of the course

Current Methods of Teaching Current Methods of Teaching Pathology:Pathology:

Web/internetWeb/internet -based learning: -based learning: university/college/department websiteuniversity/college/department website professor’s own homepageprofessor’s own homepage

PBL PBL Problem-Based LearningProblem-Based Learning, sometimes , sometimes known as known as CBL - Case-Based LearningCBL - Case-Based Learning

more emphasis on clinical and practical more emphasis on clinical and practical approach (integrated instruction)approach (integrated instruction) less less emphasis on compartmentalized emphasis on compartmentalized specializationspecialization

more emphasis on pathophysiologymore emphasis on pathophysiology, , less less emphasis on gross and microscopic lesions, emphasis on gross and microscopic lesions,

Advantages of hi-tech Advantages of hi-tech methods of teaching:methods of teaching:

fast dissemination of knowledge fast dissemination of knowledge rapid updates of datarapid updates of data ““convenient” for the teacher and students:convenient” for the teacher and students:

digital images vs. actual gross/histopath lesionsdigital images vs. actual gross/histopath lesions no need for microscopes and glass slidesno need for microscopes and glass slides notices and instructions posted on the bulletin boardnotices and instructions posted on the bulletin board

change from teaching to learning processchange from teaching to learning process - - self self initiative of students at their own pace with minimal initiative of students at their own pace with minimal supervision by using supervision by using SAQ (Self-Administered Quiz)SAQ (Self-Administered Quiz)

Disadvantages of hi-tech Disadvantages of hi-tech methods of teaching:methods of teaching:

too many data to studytoo many data to study - - overwhelms the overwhelms the students;students;some students hate pathologysome students hate pathology

careless input of datacareless input of data - - not peer-reviewed, not peer-reviewed, misspellings, bad grammar, conflict of datamisspellings, bad grammar, conflict of data

technical problemstechnical problems - - both software and both software and hardware problemshardware problems

expensiveexpensive - - beyond financial capability of poor beyond financial capability of poor countriescountries

bad image/picturebad image/picture - - not represent true lesionnot represent true lesion

Philosophy:Philosophy:

Teaching-learning process - who Teaching-learning process - who teaches and who learns?teaches and who learns?

Chinese character for teacher - Chinese character for teacher - sensei in Japanese and songsen nim sensei in Japanese and songsen nim in Korean - “somebody born ahead of in Korean - “somebody born ahead of you”you”

the young learns from the older - in the young learns from the older - in modern times it is the otherway modern times it is the otherway round sometimes !!round sometimes !!

Current Problems:Current Problems:

Big number of students per class - Big number of students per class - strain on the resources (ideal size is strain on the resources (ideal size is 60 with 10-15 students per group)60 with 10-15 students per group)

expensiveexpensive curriculum curriculum relevance of curriculum to present relevance of curriculum to present

need of societyneed of society

Suggestion to solve problem:(VISION: future designs)

Problem : Current method of teaching by use of PBL accessed from the web/internet is very EXPENSIVE not affordable in mostdeveloping Asian countries

Solution: Developed industrialized Asian countries should pool their financial resources togetherand sponsor a system to produce copies of PBL in CDs to be distributed to our developingAsian neighbors so that they can catch up with modern vet pathology and information technology

Importance of necropsy:Importance of necropsy:

visual experience of students - change from visual experience of students - change from morbid anatomy to fresh morbid anatomy to fresh

specimenspecimen ““message of wisdom from the dead to the message of wisdom from the dead to the

living”living” quick, rapid and reliable diagnosis in the quick, rapid and reliable diagnosis in the

“field”“field” basis of other consequent analysis: basis of other consequent analysis:

histopathology, microbiology, etc. histopathology, microbiology, etc.

Assessment: success or Assessment: success or failurefailure

Did the students learn more?Did the students learn more? Are teachers satisfied - high score in Are teachers satisfied - high score in

students’ students’ evaluation ?evaluation ? Is there an improvement in passing rate Is there an improvement in passing rate

in board in board exams?exams? After graduation, can the students recall After graduation, can the students recall

knowledge in pathology?knowledge in pathology? Can the graduates use pathology in their Can the graduates use pathology in their

chosen chosen work or is knowledge in work or is knowledge in pathology useless ?pathology useless ?

My personal assessment My personal assessment and conclusion:and conclusion:

The most effective and useful The most effective and useful method of teaching vet pathology:method of teaching vet pathology: Problem-Based Learning (PBL)Problem-Based Learning (PBL) - need - need

not be accessed from the net, simple not be accessed from the net, simple hard copy of printed materials will do or hard copy of printed materials will do or PBL in CD format PBL in CD format

Advantages of PBL:Advantages of PBL:

develops the critical and analytic thinking of develops the critical and analytic thinking of studentsstudents

develops the clinical investigation and evaluation of develops the clinical investigation and evaluation of information capabilities of studentsinformation capabilities of students

improvement of communication and professionalism improvement of communication and professionalism in in veterinary practiceveterinary practice

understanding and appreciation of pathologyunderstanding and appreciation of pathology stimulates the students interest in animal diseasesstimulates the students interest in animal diseases develops and sharpens clinical problem solving skillsdevelops and sharpens clinical problem solving skills

Disadvantages of PBL:Disadvantages of PBL:

tendency for students to memorize tendency for students to memorize case patternscase patterns

cultivates the pattern-forming habits cultivates the pattern-forming habits of studentsof students

instead of using critical thinking and instead of using critical thinking and analysis the students tend to become analysis the students tend to become “robots” or “machines”“robots” or “machines”

Web/internetWeb/internet -based -based learninglearning

How about SAQ/T How about SAQ/T (Self-(Self-AdministeredAdministered

Quiz or Test) ??Quiz or Test) ?? Advantages:Advantages:

independence of students - they can independence of students - they can take the quiz at their take the quiz at their own pace and timeown pace and time

economicaleconomical on staff personnel - no need on staff personnel - no need for close supervision by a stafffor close supervision by a staff

Disadvantages:Disadvantages: pattern-forming memorizationpattern-forming memorization studystudy only just to only just to pass the exampass the exam

SAQ/TSAQ/T (Self-Administered Quiz or Test)(Self-Administered Quiz or Test)

• From pathology-oriented education to integrationwith other subjects

• From microscopic observation to case-based analytical method of learning

• Do not try to teach everything to your students ina spoon-feeding manner, let the students think for themselves

Summary

Recommendations

1. Coordination with other pathologists from neighboringcountries to get good educational materials

2. Mutual access with other advanced countries to findID user and password

3. Preparation of portable beam projector, CD or DVD for general and systemic pathology, necropsy, PBL program, etc.

4. Regular congress/meeting with neighboring countries to maintain mutual relationship and understanding

5. Pathologists from Japan, Taiwan and Korea must helpother Asian pathologists