Document Type : Review Articles
Authors
1
AFCM, Cairo University
2
Parasitology Department, Faculty of Medicine, Cairo, Egypt
3
Parasitology department, Faculty of Medicine, Helwan University, Cairo, Egypt School of Medicine, University of Ulster, Derry-Londonderry, United Kingdom
Abstract
Introduction:
Parasitology remains a cornerstone of basic medical science education in Egyptian medical schools, yet its pedagogical delivery is often traditional and undervalued.
Objective
To review parasitology education in Egyptian medical schools, identify methodological short comes, and propose innovations to enhance future teaching within integrated curricula.
Methods
A narrative review was conducted using PubMed, Google Scholar, and the Egyptian Knowledge Bank, covering literature published between 2005 and 2025. The review encompassed descriptive studies, institutional initiatives, and pedagogical advances. Examples of teaching innovations from Egyptian institutions were explored.
Results
Lecture-based instruction remains predominant, with limited clinical integration and minimal use of educational technology. Notable Egyptian initiatives include problem-solving sessions at Ain Shams University, commentary stations at Armed Forces College of Medicine (AFCM), team-based learning, and blended approaches at Mansoura University. Emerging global strategies such as virtual reality, virtual microscopy, and problem-based and case-based learning offer adaptable models for reform.
The current review highlights future directions for enhancing parasitology education through active learning approaches. Recommended innovations include implementation of interactive case scenarios with virtual patients, pre- and post-session self-assessments to stimulate critical thinking, competitive student-led assignments, integrated lectures, and the incorporation of video-based e-learning.
Conclusion
Parasitology education in Egypt remains anchored in traditional pedagogical methods. Its future integration within medical curricula depends on incorporating its clinical relevance with innovative, interdisciplinary programs. Embracing student-centered, technology-enhanced, and clinically integrated teaching approaches can substantially improve learning outcomes and better align training with national public health needs.
Keywords
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