Exploring the feasibility and educational value of an immersive situational teaching method in a preclinical pathology observation program.
7 affiliations
- 1State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China.
- 2Department of Pathology, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China.
- 3Department of Anesthesiology, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China.
- 4State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China. [email protected].
- 5Department of Pathology, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China. [email protected].
- 6State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China. [email protected].
- 7Department of Pathology, Sun Yat-sen University Cancer Center, 651# Dong Feng Road East, Guangzhou, 510060, P. R. China. [email protected].
Abstract
Background
Early exposure to pathology plays an important role in connecting foundational biomedical knowledge with clinical practice. However, traditional lecture-based teaching may provide limited opportunities for students to experience authentic diagnostic processes and appreciate the clinical relevance of pathology. This study aimed to explore the feasibility and perceived educational value of an Immersive Situational Teaching Method (ISTM)-based preclinical pathology observation program.Methods
A single-center, descriptive educational innovation study was conducted in the Department of Clinical Pathology at Sun Yat-sen University Cancer Center. A total of 41 junior medical students participating in two consecutive summer preclinical observation programs (July-August 2022 and July-August 2023) completed a structured questionnaire evaluating their learning experiences and perceptions. The questionnaire was adapted from previously reported medical education instruments and demonstrated good internal consistency (Cronbach's α = 0.87). Descriptive statistics were used to summarize learner satisfaction and self-reported educational outcomes.Results
The ISTM-based program was highly accepted by participants, with 92.6% of students reporting satisfaction or high satisfaction. Students reported enhanced understanding of pathological diagnostic workflows, improved integration of basic medical knowledge with clinical practice, and increased awareness of the professional role of pathologists. Qualitative feedback further indicated that the immersive experience improved learning motivation and promoted appreciation of the relationship between pathology and patient care. No objective assessments of knowledge acquisition, diagnostic skills, or clinical competency were performed.Conclusions
Immersive situational teaching is a feasible and well-received approach for pre-clinical pathology education, offering a structured opportunity for early clinical exposure. Findings are limited by the single-arm, self-report design and lack of objective outcome measures. Further studies incorporating comparative designs and competency-based assessments are warranted to validate these preliminary observations.
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BibTeX
@article{wang2026exploring,
title = {{Exploring the feasibility and educational value of an immersive situational teaching method in a preclinical pathology observation program.}},
author = {Chun-Hua Wang and Mei Li and Jing-Dun Xie and Li-Li Liu and Peng Sun and Jing-Ping Yun and Mu-Yan Cai},
journal = {BMC medical education},
year = {2026},
month = jul,
doi = {10.1186/s12909-026-09996-w},
url = {https://europepmc.org/article/MED/42907882},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Exploring the feasibility and educational value of an immersive situational teaching method in a preclinical pathology observation program.
AU - Chun-Hua Wang
AU - Mei Li
AU - Jing-Dun Xie
AU - Li-Li Liu
AU - Peng Sun
AU - Jing-Ping Yun
AU - Mu-Yan Cai
PY - 2026
DA - 2026/07/01
JO - BMC medical education
DO - 10.1186/s12909-026-09996-w
UR - https://europepmc.org/article/MED/42907882
AB - Background Early exposure to pathology plays an important role in connecting foundational biomedical knowledge with clinical practice. However, traditional lecture-based teaching may provide limited opportunities for students to experience authentic diagnostic processes and appreciate the clinical relevance of pathology. This study aimed to explore the feasibility and perceived educational value of an Immersive Situational Teaching Method (ISTM)-based preclinical pathology observation program.Methods A single-center, descriptive educational innovation study was conducted in the Department of Clinical Pathology at Sun Yat-sen University Cancer Center. A total of 41 junior medical students participating in two consecutive summer preclinical observation programs (July-August 2022 and July-August 2023) completed a structured questionnaire evaluating their learning experiences and perceptions. The questionnaire was adapted from previously reported medical education instruments and demonstrated good internal consistency (Cronbach's α = 0.87). Descriptive statistics were used to summarize learner satisfaction and self-reported educational outcomes.Results The ISTM-based program was highly accepted by participants, with 92.6% of students reporting satisfaction or high satisfaction. Students reported enhanced understanding of pathological diagnostic workflows, improved integration of basic medical knowledge with clinical practice, and increased awareness of the professional role of pathologists. Qualitative feedback further indicated that the immersive experience improved learning motivation and promoted appreciation of the relationship between pathology and patient care. No objective assessments of knowledge acquisition, diagnostic skills, or clinical competency were performed.Conclusions Immersive situational teaching is a feasible and well-received approach for pre-clinical pathology education, offering a structured opportunity for early clinical exposure. Findings are limited by the single-arm, self-report design and lack of objective outcome measures. Further studies incorporating comparative designs and competency-based assessments are warranted to validate these preliminary observations.
SN - 1472-6920
ER -