Department of Pathology, Beth Israel Deaconess Medical Center, 330 Brookline Ave, Yamins 309, Boston, MA 02215, USA.
Arch Pathol Lab Med. 2012 Nov;136(11):1430-6. doi: 10.5858/arpa.2011-0539-EP.
There are few published examples of pathology instruction during the clinical years of medical student training. This lack of exposure to pathology may lead to poor understanding of laboratory testing and the role of pathologists in patient care.
To design, implement, and evaluate a pathology curriculum integrated into a longitudinal clerkship for third-year medical students.
The curriculum includes an introductory session during the transition week course, pathologist participation in longitudinal student case conferences, and a pathology elective. The curriculum was evaluated by using surveys consisting of both multiple choice and written responses.
A total of 55 students participated in the longitudinal curriculum during the 2009-2010 academic year and 8 students, only one of whom stated a career interest in pathology, participated in the elective. More than 80 pathology topics were discussed and, for the first time, pathologists received teaching awards from the third-year students. All elective students would recommend the elective to colleagues; feedback also suggested an improved understanding of pathology as a profession. At the end of the year, 31% of all students, compared to only 19% in the initial survey, knew that most of an anatomic pathologist's caseload consists of specimens from living patients (P = .13). In addition, elective student interaction with a pathology faculty member directly led to an improvement in test reporting.
A novel longitudinal curriculum allowed for the creative integration of pathology into third-year students' clinical training and led to better student understanding of the role of pathologists in patient care.
在医学生临床培训的学年中，几乎没有发表过病理学教学的范例。这种对病理学的接触不足可能导致对实验室检测以及病理学家在患者护理中的作用的理解较差。
设计、实施和评估一项整合到三年级医学生纵向实习中的病理学课程。
该课程包括在过渡周课程中的入门课程、病理学家参与纵向学生病例会议以及病理学选修课程。该课程通过使用包含多项选择和书面回答的调查进行评估。
在 2009-2010 学年，共有 55 名学生参加了纵向课程，只有 8 名学生参加了选修课程，其中只有 1 名表示对病理学有职业兴趣。讨论了 80 多个病理学主题，并且病理学家首次获得了来自三年级学生的教学奖。所有选修学生都会向同事推荐该选修课程；反馈还表明对病理学作为一种职业的理解有所提高。在学年结束时，与初始调查相比，所有学生中有 31%（而不是 19%）知道大多数解剖病理学家的工作量是来自于活体患者的标本（P = .13）。此外，选修学生与病理学科教员的互动直接导致了检测报告的改进。
一项新颖的纵向课程使病理学能够创造性地融入三年级学生的临床培训中，并使学生更好地理解病理学家在患者护理中的作用。
