Students’ perspective regarding current pathology training in theory classes in MBBS course and insights to improve teaching–learning strategies: A study in Central India

Background: As the subject pathology in second MBBS represents a transition phase between theoretical knowledge regarding etiopathogenesis of a disease and communication with patients in clinics, the main goal of a medical teacher is to provide a framework for the description of disease course and to understand the clinical signs/symptoms for management aspects as well. Objectives: The aim of this article is to find out students’ perception of importance of pathology subject in MBBS curriculum as well as to assess subject understanding, teaching methodology, and assessment criteria. Settings and Design: This is a cross-sectional descriptive e-platform-based feedback analysis. Materials and Methods: Ninety-eight students of 2nd MBBS (2018 batch) who were about to appear in university examination in the year 2020 were enrolled. The feedback from students was obtained. Results: About 75.8% of students were satisfied with number of lectures for the chapters taught during their tenure. About 91% (n = 81) opined that combination of two or more methods is better while teaching for better understanding; 73.6% (n = 67) felt that pathology lectures were interactive enough. About 80.2% (n = 73) opined that adequate diagrams, flow charts, tables, and clinical applications were included in the lectures, and 79.1% (n = 72) of the students opined that they could implement the knowledge gained in first year whereas 82.5% was same regarding implementation in clinical posting. About 71.34% (n = 65) suggested that weightage of internal examination marks should be increased and 50% passing cut off in university examination should be reduced. Conclusion: The study has emphasized the importance of pathology as a subject for understanding clinical subjects and underlines the need of a few changes in teaching-learning process and assessment criteria as per student’s perception. As NMC has implemented its competency-based curriculum from 2019 batch onwards, it requires a fundamental change of the roles and commitments of not only educators but also planners and policymakers.