Clinical Pathology Teaching in Laboratory by Socratic Method

Introduction: In recent decades, a variety of teaching methods has been offered for teaching different fields of science, but the old method of questions and answer is still popular and in use. This teaching method, generally applicable to small groups, is based on questioning and finding answers by students which can increase active learning. This study evaluated students' viewpoints toward clinical pathology teaching in laboratory using question and answer method. Methods: For this study students were divided into small groups, then clinical questions and appropriate resources for finding the answers were provided for them. They visited several units of hospital laboratory and a tutor taught them on laboratory procedures and their clinical significance to find the answers. At the end of the course, students were questioned about this teaching method. Results: Sixthly seven percent of students believed that this method was more effective than traditional lecture method and 36.5% confirmed that group discussion was more beneficial than lecturing. But, 30% of students were against this method and opposed group learning. Totally, more than half of participants found this method effective and tended to learn clinical pathology through this method. Conclusion: About one third of students believed that lecturing alone is adequate for teaching clinical pathology but more than a half believed that presence at laboratory and the question and answer approach are effective and complementary techniques for learning this course. Learning through this method in laboratory is an effective way for teaching clinical pathology to medical students.