Development of structured pathology logbook for undergraduate dental education

Date of Award

8-6-2025

Degree Type

Thesis

Degree Name

Master of Health Professions Education

First Advisor

Dr Lubna Baig

Second Advisor

Dr Vaqar Bari

Third Advisor

Zubair Amin

Department

Educational Development

Abstract

Background: In competency-based dental education, logbooks can be used to bridge theory and practice. Effectiveness of a logbook depends on its alignment with faculty expectations and student needs. In order to enhance undergraduate training's clinical preparedness, learning outcomes, and engagement, this study evaluated a structured pathology logbook.
Objectives: The study aimed to determine the essential elements of an effective pathology logbook design, evaluate how staff and students view its usefulness, and offer suggestions for improvements to maximize its educational value.
Methods: The study used mixed-methods transformative design, integrating qualitative (thematic analysis of faculty questionnaires, n=10) and quantitative (descriptive analysis of student surveys, n=100) approaches. A 2014-2024 literature review informed the logbook's development, incorporating global best practices and implementation challenges.
Results: The literature review and qualitative data analysis identified five key themes for an effective pathology logbook: the first theme, Enhancing Engagement through Design Innovation; the second, Competency-Based and Outcome-Driven Structure; the third, Encouraging Reflective and Self-Directed Learning; the fourth, Developing Clinical Reasoning Skills; and the fifth, Preparing Students for Clinical Practice. According to quantitative analysis, 70% of faculty members agreed that the logbook should contain case-based scenarios, exam-focused content, visual aids, and structured reflection in order to meet course objectives. 68% of the 100 students said they used their logbooks every week. Layout clarity (Mean = 5.74, Standard Deviation= 1.11), organizational support (M= 5.69, SD- 1.19), engagement (M- 5.34, SD 1.19), academic progress monitoring (M 5.30, SD-1.18), and feedback utility (M = 5.39, SD= 1.19) were among the key characteristics that received positive ratings. Short essays (M= 4.40. SD = 1.40) and competency tables (M-4.56, SD= 1.38) were rated lower than the preferred components, which were question and answer exercises (M-5.58, SD = 0.99), and reference linking (M=5.30, SD=1.18). A moderate level of overall satisfaction was reported (M= 4.20, SD =0.80) by the students.
Conclusion: The study emphasizes the need for an engaging, competency-driven pathology logbook that fosters clinical preparation and reflective learning. Students appreciated layout clarity. engagement, and feedback, while faculty stressed congruence with course objectives through case-based, exam-oriented, and graphically supported content. Although overall satisfaction is moderate, the logbook's potential as a useful teaching tool with room for improvement is indicated by the preference for interactive features more clinical based exercises and frequent individual feedback.

First Page

1

Last Page

87

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