15th International Congress of Geographic Medicineand 5th National Congress of Medical Education Views of Medical Students, Entry 1995 About Histology Teaching at Shiraz Medical School
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Abstract:
Introduction. In order to understand the cellular and tissue damages or changes in various diseases, it is imperative to be knowledgeable about the normal structure of different tissues. The Histology course, which is taught in the first year of medicine in Iran, is supposed to provide such knowledge. In this study, we did evaluate this course for its methods of teaching as well as clinical relevance. Methods. A self-style questionnaire, containing 14 statements in Likert scale, covering different aspects of course evaluation was distributed among medical students, entry 1375, and was collected after completion. Results. The response rate was 53% (80 out of 150). The respondents did not respond to all questions. The students believed that the number of Histology credits was more than they expected for medical students (56%). They felt that the method of histology teaching was motivational for clinical learning (50%). However, it also resulted in memorizing (77%), but not critical thinking (53%) or problem solving (65%) abilities. The respondents also believed that deleting histology from general medical curriculum did not benefit clinical learning (82%), as they felt that the theoretical (82%) as well as lab sessions of the course (82%) were necessary for learning clinical subjects. However, they believed that course material constituted detailed materials with no clinical relevance (62%), without which it was also possible to understand clinical concepts (60%). The students also believed that the course content was more beneficial for training histologists rather than medical students (55%), and suggested to arrange short periods of clinical training for the course instructors (86%). Conclusion. The results show that although medical students, entry 1375 felt that Histology course was required for clinical learning, they believed that it was not clinically relevant, and its method of teaching did not promote their mental intellectual activities.
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Journal title
volume 2 issue
pages 42- 43
publication date 2002-06
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