From the microscope to meaningful learning: Medical students’ perceptions of pathology teaching

Abstract

ABSTRACT Introduction: Pathology education is fundamental in medical training as it integrates knowledge from both basic and clinical cycles. It is traditionally conducted through lectures and practical laboratory sessions. However, active learning, using flipped classroom, case-based learning, and gamification, centered on the student, has increasingly transformed this scenario. Objective: To evaluate medical students’ satisfaction and perception regarding the use of active learning strategies in Pathology teaching. Methods: A cross-sectional observational study was conducted at a Higher Education Institution between March and April 2025, after approval by the Research Ethics Committee (CAAE 86813724.6.0000.5580). A total of 201 students from the 3rd to the 8th semesters participated. Data were collected through a structured electronic questionnaire composed of five thematic blocks using a Likert scale, in addition to an open-ended comment field. Quantitative analysis included relative frequencies, chi-square test, and ordinal logistic regression (p < 0,05). For qualitative analysis of discourse exploration, content analysis according to Minayo was performed, including pre-analysis (floating reading), categorization, and interpretation of open-ended responses. Results: High acceptance of active learning strategies was observed, with agreement rates exceeding 84% in all blocks. Ordinal regression showed a significant association of overall satisfaction with Structure and Engagement (p < 0,001), Methodological Aspects (p = 0,018), and Feedback and Evaluation (p = 0,010). Qualitative analysis of the comments identified four themes: faculty appreciation, didactic clarity, practical classes and the use of microscopy, and suggestions for improvement. Students highlighted admiration for the professors, we-structured lessons, and the relevance of laboratory practices with histopathological slides. Suggestions emphasized interest in greater integration between theory and practice, demonstrating student engagement and active participation in the learning process. Conclusion: Students demonstrated high satisfaction with Pathology teaching and the active learning strategies employed. Didactic structure, faculty engagement, and methodological clarity were key factors for a positive perception of the teaching-learning process. Continuous improvement in assessment methods and the practical application of content is recommended to strengthen meaningful learning and the link between theory and medical practice.