ABSTRACT Background: Pathology has been known as a bridging subject in the medical curriculum. However, in view of the post-coronavirus disease 2019 (COVID-19) era the significance of general physician and primary caregiver cannot be denied. So, a basic change is a curriculum, and making the subject more clinically and practice oriented is a necessity we must oblige. With advanced planning, we bought a few changes in the teaching and learning methodologies of pathology. Materials and Methods: The study was a cross-sectional study. It was conducted to understand the importance of pathology, its significance as a bridging subject from the perspective of students, and the impact the change in teaching and learning methods can bring. We planned and adopted newer teaching and learning methods in various headings, and an extensive questionnaire was prepared, which was pre-validated. The internal consistency was measured by Cronbach’s alpha coefficient. Results: The students had a mixed perception of pathology, and they found it difficult (51%), lengthy (70%), and interesting (67%). The integration and alignment of the subjects helped the students. The various tools of blended learning incorporated by us with didactic lectures also got a positive response from the students. Small group teaching and skills training have taken a new dynamism in current trends. The students could relate well to exercises of hematology, blood banking, and papanicolaou stain (PAP) smear conduct and assessment. We created a virtual museum, which was appreciated by 95% of the students. Conclusion: The study emphasized the fact that with advances in technology and changing trends a more comprehensive approach to teaching and learning is the need of the hour. Blended learning, small group, and interactive teaching will help make the undergraduate medical student of today a sound clinician of tomorrow.