Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form

Figures & data

Table 1 Summary of selected subject areas for interdisciplinary pathology and radiology learning course in pathology lab sessions

Theme	Subject area
Muscles	Inflammatory lesions (pathology and radiological findings)
	Tumors of skeletal muscles (pathology and radiological findings)
	Other soft tissue tumors (pathology and radiological findings)
Bones and cartilage	Congenital anomalies of bone (pathology and radiological findings)
	Inflammatory lesions of bone (pathology and radiological findings)
	Metabolic lesions of bone (pathology and radiological findings)
	Bone and cartilaginous tumors (pathology and radiological findings)
Joints	Inflammatory lesions including different types of arthritis (pathology and radiological findings)
	Joint tumors (pathology and radiological findings)

Figure 1 Results of student marks in both MSK and GIT modules.

Notes: The global comparison between all mark scales for both MSK and that of GIT modules gave significant results with P=0.0152, while differential analysis among mark scales in between both courses as marked by P does not give rise to any statistical differences among those scales.
Abbreviations: GIT, gastrointestinal module; MSK, musculoskeletal system module.

Figure 2 Results of student marks in pathology for both MSK and GIT modules.

Notes: Regarding the pathology mark scales, the comparison between both modules does not give significant results. Also, differential analysis among mark scales of pathology between both courses as marked by P does not give rise to any statistical differences among those scales.
Abbreviations: GIT, gastrointestinal module; MSK, musculoskeletal system module.

Figure 3 Results of student marks in radiology for both MSK and GIT modules.

Notes: Regarding the radiology mark scales, the comparison between both modules gives a significant result, P=0.0199; on the other hand, differential analysis among mark scales of radiology between both courses as marked by P does not give rise to any statistical differences among those scales.
Abbreviations: GIT, gastrointestinal module; MSK, musculoskeletal system module.

Table 2 Results of student assessments for both pathology and radiology in MSK and GIT after implementation of integrated interdisciplinary form in MSK

Module	Degree (%)	n (%) of students		P-value using independent t-test
		Pathology	Radiology
MSK	≥90	6 (10)	8 (13.3)	Significance obtained in total marks of students between MSK and GIT module with P=0.0152. Also, there is significance between pathology and radiology mark in MSK module with P=0.03052. No significance was obtained between pathology and radiology mark in GIT module with P=0.1496.
	80–90	14 (23.3)	18 (30)
	70–79	21 (35)	25 (41.6)
	60–69	15 (25)	8 (13.3)
	<60	4 (6.6)	1 (1.6)
GIT	≥90	4 (6.6)	3 (5)
	80–89	11 (18.3)	14 (23.3)
	70 –79	25 (41.6)	32 (53.3)
	60–69	11 (18.3)	4 (6.6)
	<60	9 (15)	7 (11.6)
P-value using t-test between pathology of MSK		0.140	0.01999
and that of GIT, radiology marks in MSK and GIT

Abbreviations: GIT, gastrointestinal module; MSK, musculoskeletal system module.

Figure 4 Results of students’ satisfaction for the two modules.

Notes: A global comparison between the satisfaction scales for both modules gives a highly significant difference with P=0.007, but on the other hand, differential analysis among satisfaction scales in between both courses as marked by P does not give rise to any statistical differences among those scales.

Table 3 Results of student satisfaction for MSK module using Likert scale

	Strongly satisfied	Satisfied	Neutral	Dissatisfied	Strongly dissatisfied	P-value using independent t-test
MSK	34 (56.6%)	15 (25%)	2 (3.3%)	6 (10%)	3 (5%)	0.0077
GIT	22 (36.6%)	14 (23.3%)	8 (13.3%)	10 (16.6%)	6 (10%)

Abbreviations: GIT, gastrointestinal module; MSK, musculoskeletal system module.