ENSEIGNEMENT MAGISTRAL INTERACTIF DE L?EMBRYOLOGIE: APPORT PEDAGOGIQUE DE LA F?TOPATHOLOGIE

Background: The fundamental reason for studying embryology is to understand the genesis of the birth defects. To increase the effectiveness of the passive learning, it is possible to teach embryology through clinical applications. Objective: To evaluate the educational impact of the fetal autopsy pathology in the understanding of embryology. Methods: Based on the objectives stated in the digestive system development course, the pedagogic approach was to alternate between normal development and malformations using fetopathological iconographies. The evaluation was based on a simple, rapid and representative post-test questionnaire, dealing with six aspects of the teaching method: course form, relevance of fetopathological iconographies, learning efficiency and student-teacher communication. One hundred and ninety-six students, divided into four groups, were asked to answer the questionnaire. Results: The response rate was 98.98%. Most of the students approved the interactive learning. They particularly considered the use of the clinical cases very useful for effective and active learning. The major disadvantage was insufficient time devoted to the course. Conclusion: The active learning of embryology through clinical applications enhances the students? understanding and performance as it engages them in discussion and reasoning unlike passive listening. Good time management is essential to counter the massed learning.