PURPOSE:
This study investigates medical students’ perceptions of molecular
pathology education and evaluates whether current curricular approaches
foster confidence, engagement, and readiness to apply molecular diagnostics
in clinical practice.
METHODS:
A cross-sectional survey of 43 medical students (MS1–MS4) was conducted
using 4-point Likert-scale and categorical items to assess perceptions of
molecular pathology. Responses were analyzed with descriptive statistics,
ANOVA, Kruskal-Wallis tests, and Spearman correlations. Likert items were
collapsed from a 5-point to a 4-point scale to reduce central tendency bias.
Open-ended responses underwent thematic review.
RESULTS:
Students rated molecular pathology as highly important for collaboration
(4/4 by 84%) and personalized medicine (4/4 by 44%), but reported low
personal engagement (interest: 1/4 by 35%). Confidence in applying molecular
concepts increased significantly across class years (p=0.033). Strong correlations
were found between familiarity, perceived relevance, and application
confidence (? > 0.50, p < .001). Interest correlated with assessment
inclusion. Limitations include single-institution design, modest sample size,
self-reported data, and lack of formal survey validation.
CONCLUSIONS:
Medical students recognize the intellectual value of molecular pathology
but lack engagement and confidence, reflecting fragmented curricular
placement and limited clinical exposure. Curricular reforms should embed
molecular diagnostics longitudinally, foster mentorship, and include
authentic assessments to enhance student confidence, engagement, and
readiness for personalized care.