Background: The aim of this study was to assess the perception of the students of the Faculty of Health Sciences of the University of Lomé on the teaching of Pathological Anatomy.
Methods: This is an opinion survey carried out in 4 months at the University of Lomé among students of the faculty of health sciences (3rd in 8th year) on the perception of the teaching of Anatomy Pathological. The questionnaire was structured into 5 sections (socio-demographic, course organization, learning process, hospital internships, and general assessment)
Results: A total, 395 students responded to the questionnaire. Their mean age was 24.04 ± 2.85 years and the sex ratio (M/F) was 2.4. They were mostly in 7th year of medicine (155). Regarding the course organization, 58.5% of the participants felt that the course objectives were often achieved and 51.6% said the course was well structured. For 49.9%, the important notions of the course were often sufficiently developed, and 55.2% affirm that the hourly volume was sufficient for the comprehension of the course. A statistically significant link was observed between the years of study and certain parameters of the learning process, namely: the adequacy between the theoretical course and the internships (p˂0.0001), the understanding of the course by the learning process (p˂0.0001), the essential documentation for the understanding of the course (p10.0001), the understanding of histological lesions through practical work (p˂0.0001). Concerning the general satisfaction of the course, they were 50.4% to be satisfied and 57.8% to wish a better organization of the courses and practical work. There is a statistically significant relationship between the degree of satisfaction with teaching and grade (p˂0.037).
Conclusion: The teaching of pathological anatomy in its current form does not seem to provide the sufficient foundations and prerequisites desired by the students. It makes sense to strengthen their training through better organization of hospital internships and practical work, within the framework of the quality of teaching at the University of Lomé.