Integration of Pathology Teaching In Medical Education
The Fractured Relationship of Faculty and Student Perceptions
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Undergraduate medical education trends with reducedcontact hours clearly points towards a need forgreater integration of content in the curriculum.This book shares the perceptions of faculty andstudents to the horizontal & vertical integration ofpathology teaching at the College of Medicine,University of Saskatchewan. The results of this studystrongly supports a balanced composite curriculardesign, including facets of horizontal, vertical, anddiagonal integration as the best practice plan forthe instruction of pathology in the integratedmedical curriculum. An unexpected emergent theme isthe re...
Undergraduate medical education trends with reduced
contact hours clearly points towards a need for
greater integration of content in the curriculum.
This book shares the perceptions of faculty and
students to the horizontal & vertical integration of
pathology teaching at the College of Medicine,
University of Saskatchewan. The results of this study
strongly supports a balanced composite curricular
design, including facets of horizontal, vertical, and
diagonal integration as the best practice plan for
the instruction of pathology in the integrated
medical curriculum. An unexpected emergent theme is
the recognition of the perception gap between
students & faculty. As learning is the central
function of all education, the future of successful
effective medical educational learning environments
needs an inter-generational component of students &
faculty to engage as true joint partners in
curriculum reform. This will heal the fractured
relationship of teaching and learning by providing
the right balance between faculty expectations and
student learner needs. This book will be useful to
all educators & professionals involved in the
implementation of ongoing medical curricular reform.
contact hours clearly points towards a need for
greater integration of content in the curriculum.
This book shares the perceptions of faculty and
students to the horizontal & vertical integration of
pathology teaching at the College of Medicine,
University of Saskatchewan. The results of this study
strongly supports a balanced composite curricular
design, including facets of horizontal, vertical, and
diagonal integration as the best practice plan for
the instruction of pathology in the integrated
medical curriculum. An unexpected emergent theme is
the recognition of the perception gap between
students & faculty. As learning is the central
function of all education, the future of successful
effective medical educational learning environments
needs an inter-generational component of students &
faculty to engage as true joint partners in
curriculum reform. This will heal the fractured
relationship of teaching and learning by providing
the right balance between faculty expectations and
student learner needs. This book will be useful to
all educators & professionals involved in the
implementation of ongoing medical curricular reform.
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