2015 / 2014

2015 / 6 / 9

..
Criticism to traditional preclinical course
1. It has little clinical relevance
2. Poor attendance of lectures because they are:
a. repetitive of prior years' lectures
b. similar in content to the textbook
c. not interactive
d. others
The opinion of EDUCATIONALISTS to counteract criticism is to move towards:
a. reduction in contact hours to decompress crowded programs
b. an increased emphasis on independent learning
c. development of interpersonal skills, and problem solving
Teaching of Pathology in 21st. Century
Medical curriculum
The core curriculum should
a. be integrated

b. be systems-based.
c. emphasize clinical, communication and practical skills

TEACHING has left its place to LEARNING

This Means that Most of the curriculum is NOW
a. Student-centered rather than teacher-centered.
b. Didactic instruction and tutor-led tutorials have given way in varying degree to:
i. SDL (Self Directed Learning)
ii. PBL (Problem Based Learning)
c. Pathology tutors have been converted to PBL facilitators.
Students no longer attend practical classes or look down microscopes, instead computerassisted teaching has mushroomed and web-based learning is now the norm.

Pathology learning has changed

o from seeing pots in pathology museums and real organs at autopsy to looking at
images on CDs and websites
o from daily contact with pathologists, to irregular interaction with computer screens.
o from passive acquisition of knowledge imparted by real teachers to active problembased learning with reliance on computers

The teaching of pathology in blocks has disappeared

The traditional practice of teaching general pathology in the first two years and systemic
pathology in the clinical years has disappeared.

If pathology teachers of the future can restore the profile of their subject there is hope that:
newly qualified doctors will
understand the mechanisms of disease,
use laboratories properly and
be stimulated to become pathologists themselves.

If not, there is the danger of producing doctors who

cannot explain disease to their patients,
abuse laboratories
have no interest in pursuing pathology as a career, leading to a slow and possibly
irreversible decline in pathology as a medical profession.

()
:( ): 9
4

:10



300 :

: : :

)(21

%20

)(25

%75

%50

45 ) 100 (

:
) ( 663 283

TUTORIAL

Review of the lesson of the week

Related cases

Related MCQs

Research

60

""

5 ) 10(

5 / ) 10(

) 40(

) 100(

) ) (Sheet
) (Sheet
MCQ

""

: MCQs ) 50(

: ) ( ) 50(

20 ) 40(

""

: 10 ) 20( 20 OSPE

) 10( 10
10 )(Spot Diagnosis

5 5 ) 100(

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)3 X 2.25(

5 + 5 ) ( ) 100(

10 10) Spot Diagnosis(

OSPE ) 20(

. 2005

35

. .

ILOs

Preliminary questions

The main frame of the lecture

Answers to preliminary questions

MCQs

Genetics

Immunohistochemistry & Cytology

 Gross Pathology & Microscopic Pathology

( ) Unknown

Tutorial (Role-playing (

Role-playing enhances learning in several important ways

(1) Students practice public speaking in a more relaxed format than that of a formal classroom
presentation.
(2) It gives students an opportunity to respond to unanticipated questions or situations.
(3) Effective scenarios require students to integrate learning from various courses.
The discussions can demonstrate that there are various solutions to a particular problem
(4) Role-playing classes employ active learning and should engage all of the students in each
session. When the instructor also takes on a role, students can become the experts.
(5) It allows students to prepare some of the information they plan to present, but also forces
them to answer questions or discuss topics that they may not have anticipated.

The course is once a week to fit easily into established curricula and student schedules.

Class size is limited to give each student several opportunities to lead the discussion

To participate appropriately, all students must review their disease knowledge and try to
anticipate what challenges might arise.

21

SLIDSES
INFLAMMATION
1

Acute Suppurative Appendicitis

SLIDSES
SARCOMAS
32

Chondrosarcoma

SLIDSES
FEMALE GENITAL SYSTEM
59 Proliferative Endometrium

2
3
4
5
6
7

(Chronic Cervicitis)
DEGENERATION AND NECROSIS
Fatty Change, liver
Fat Necrosis
CIRCULATOIRY DISTURBANCES
Chronic Venous Congestion. Liver
Recent Thrombus
Thrombosed Piles

8 Infarction, Spleen
9 Infarction, Kidney
1 Gangrene (NEC)
0
GRANULOMATOUS INFLAMMATION
1 Foreign body Granuloma
1
1 Tuberculous Lymphadenitis
2
1 Rhinoscleroma
3
1 Actinomycosis
4
1 Bilharzial Polyp, Colon
5
1 Bilharzial Cystitis
6
1 Bilharzial Periportal Fibrosis, Liver
7

Osteosarcoma

34
35

Nevocytic Naevus
Malignant Melanoma

36
37

Squamous Cell Carcinoma

Infiltrating Duct Carcinoma

38

67

39
40
41

Encephaloid
Carcinoma,breast
Adenocarcinoma, Colon
Mucoid Carcinoma, Colon
Metastatic Carcinoma, L. N

Secretory Endometrium
Endometrial Hyperplasia
Adenomyosis
Vesicular Mole
Products of Conception
Ectopic Tubal Pregnancy
Adenocarcinoma,
Endometrium
Choriocarcinoma

68
69

Teratoma, Ovary
Serous Carcinoma, Ovary

42
43

Metastases, liver
Metastases, Brain

70
71

PIGMENTED TUMORS
CARCINOMAS

44

Atheroma

RESPIRATORY SYSTEM

BREAST
Fibrocystic Changes, Breast
Duct Carcinoma
LYMPH NODES AND BLOOD

72

Follicular Hyperplasia,

73

Non-Hodgkins Lymphoma

45

Nasal Polyp

74

Hodgkins Lymphoma

46

Emphysema

75

Chronic Myeloid Leukemia

47

Bronchogenic Carcinoma

Dermatofibroma
Neurofibroma

49

Leiomyoma
Lipoma

LIVER AND BILIARY

SYSTEM
50 Portal Cirrhosis

Chondroma

51

Biliary Cirrhosis

Capillary Hemangioma

52

Hepatoma

ENDOCRINE GLANDS
76

Colloid Goiter

77

Toxic Goiter

78

Hashimotos Thyroiditis

79

Papillary Carcinoma, Thyroid

B. mixed Salivary tumor

Cavernous Lymphangioma
Cavernous Hemangioma

60
61
62
63
64
65
66

CARDIOVASCULAR SYSTEM

GASTROINTESTINAL
TRACT
48 H. pylori Gastritis

BENIGN TUMORS
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5

33

URINARY SYSTEM

NERVOUS SYSTEM
80

Meningioma

81

Astrocytoma

82

Oligodendroglioma

2
6
2
7
2
8
2
9

Squamous Cell Papilloma

5
3

End stage kidney

Duct Papilloma, Breast

54

Renal Cell Carcinoma

Juvenile rectal polyp

55

Nephroblastoma

Fibroadenoma, Breast

56

Transitional Cell Carcinoma

LOCALLY MALIGNANT TUMORS

3 Giant Cell Tumor of Bone
0
31 Basal Cell Carcinoma

83

Ependymoma

MALE GENITAL SYSTEM

57
58

Prostatic Hyperplasia
Seminoma

( 60)

Continuous assessment exams (CAE): Every other week.

Ten exams allover the year. 3 marks/exam. Total marks 30
20 marks are taken from mid-year exam.)

Mid-year exam is MCQs with 25 Marks only

Research & Presentation: 5 Marks

(These

( 100)

( ) 5 2

() MCQs

Knowledge & Skills

( 130) OSPE

Stations

1. Description of Known Cases (40 Marks)

1. Macroscopic (N/E) (4 cases X 5 Marks each)

2. Microscopic

(4 cases X 5 Marks each)

2. Description of Unknown Cases (30 Marks)

1. Macroscopic (N/E) (3 cases X 5 Marks each)
2. Microscopic

(3 cases X 5 Marks each)

3. Cytology description (10 Marks) (2 cases X 5 Marks each)

4. IHC to identify the lesion (10 Marks) (2 cases X 5 Marks each)
5. Spot Diagnosis (10 Slides = 10 Marks)
6. Clinical Integration + Genetic quiz (30 Marks)

CAE

Mid-year Exam

10 X 3 =

25 X 1 =

30

25

% 20

60

Paper II (2 hours)

Paper I (1 hour)

Research &
Presentation
5

Cases 5 x 2 = 10 5

MCQs 60 Qs x 1= 60

100

Essay Questions 10 x 3
= 30

Known
Cases

Unkno
wn

IHC
=

x (4+4)
5
40

Cytolo
gy

x52

Cases

4
Cases
+

x52

10
(3+3) x
5

Spot
Diagno
sis

10

10 x
1=

Geneti
c

130

X65

=
30

30

10
10 :

10

300

.1

.2

:
.1

Genetics

.2

Cytology

.3

Immunohistochemistry

.3

.4

:
.1

.2

.
self-
directed learning

.5

.6

.7

.8

) ( - -

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