Aligning Pathology Assessment in a Learner-Cantered Undergraduate Medical Curriculum

Abstract

IntroductionThe changing medical curriculum from a process-based traditional didactic model to competency-based integrated model requires alignment of assessment with teaching and learning. The teaching and learning of pathology in undergraduate medical curriculum has been evolving over the last two decades which demands changes in the assessment methods [1]. Medical schools are continuously exploring methods to integrate basic sciences and clinical sciences for better understanding of the disease process and its clinical application [2]. ' Assessment for learning' demands 'fit-for-purpose', multi-modal and longitudinal assessment [3]. For a robust medical program, the assessment process should reflect the content of the curriculum and the teaching approaches used. Assessing observational skills and the clinical application of basic sciences is a valuable tool for learning pathology. Pathology in Bond University Medical ProgramBond University Medical program is a 4.8 year accelerated MD degree. First three years are pre-clinical and the last two years are clinical hospital rotations. The pathology syllabus in preclinical years is delivered through problem-based learning, didactic lectures, tutorials with macroscopic museum specimens, casebased workshops, and simulation at Bond Virtual Hospital. The relevant macroscopic pathology museum specimen's areused in face-to-face sessions so that students can observe the macroscopic pathological changes in the three dimensions and correlate them with the pathophysiological disease process (Figure 1).The macroscopic observational skills and the ability to identify microscopic histological features enable a doctor to understand the relevance between pathological changes of a disease and its Abstract Introduction: The Bond Medical Program delivers pathology in the preclinical years through interactive learning. Assessment for learning demandsfit-for-purpose assessmentthat aligns with the curriculum. In Year 2 of the medical curriculum, clinical pathology is assessed through a series of written and an integrated practical assessment (IPA) examination. The IPA is a practical examination held in a laboratory which permits the use of multi-media. The traditional written paper examines the theoretical aspect of pathology while the IPA assesses the observational skill and three dimensional application of pathophysiology to disease processes.

Developing future medical educators in an Australian medical program: supervisors’ reflections on the first four years of MD Professional Project implementation

“… Undertake quantitative research, from conceptualization, through statistical analysis to reporting. Assess clinico-pathological correlation observational and deductive reasoning skills through developing assessment items [ 26 ]. Develop the skills required to design web-based resources.…”

“…Assess clinico-pathological correlation observational and deductive reasoning skills through developing assessment items [ 26 ].…”