Fatma Alzahraa A. Elkhamisy

About Fatma Alzahraa A. Elkhamisy

Undergraduate pathology education often receives far less attention than postgraduate specialization, despite clear gaps in current teaching models. In many institutions, including mine, pathology is taught mainly during preclinical years, heavily focused on theory and factual recall with limited relevance to clinical diseases or patients. Overcrowded classes, staff shortages, and limited resources further compromise learning. These challenges leave students unmotivated, with a weak understanding of pathology’s clinical importance, insufficient competence, high levels of stress, and little interest in choosing pathology as a career.

Over the past seven years, I have pioneered innovative approaches to address these gaps, aiming to transform pathology education into a positive, interactive, and clinically meaningful experience. My work is guided by four pillars: designing instruction relevant to future practice, using team-based and digital strategies to overcome resource constraints, promoting student well-being, and sharing these methods internationally to multiply their impact.

To connect theory with clinical practice, I introduced real-world applications into the curriculum. Students participated in “guess the disease” challenges with virtual patients, interactive case videos, role-plays, case-based learning, and even medical TV series. Project-based activities included reflective writing, pathology memes, and public health awareness events linking classroom knowledge to community health.

For formative assessment, I adopted interactive, student-centered methods such as modified team-based learning, “Jeopardy”-style and Kahoot! quizzes, escape rooms, and learning stations in place of traditional lectures. Practical training shifted from rote lesion description to clinically relevant skills such as writing pathology requests, understanding biopsy indications, and interpreting reports. Digital pathology was integrated into fictional case scenarios, while 2D and 3D models were developed to make complex concepts more tangible.

All activities were intentionally aligned with the PERMA theory of well-being (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) – the first time this framework has been applied in undergraduate medical education worldwide. These innovations improved student motivation, performance, and feedback.

I have also worked to share these approaches globally through 10 international publications, 20 conference presentations, faculty workshops, and coordination of two conferences. My contributions have been recognized with inclusion in The Pathologist Power List (2022, 2024) and the “Most Innovative Teacher of the Year” award from Times Higher Education Arab World (2024).