Rae Guenevere, Cork John R, Karpinski Aryn C, McGoey Robin, Swartz William
a Department of Cell Biology and Anatomy , Louisiana State University Health Sciences Center , New Orleans , Louisiana , USA.
b Evaluation and Measurement, Kent State University , Kent , Ohio , USA.
Teach Learn Med. 2017 Jan-Mar;29(1):101-108. doi: 10.1080/10401334.2016.1194761. Epub 2016 Jun 17.
The main objective of this project was to integrate pathologists into the gross anatomy laboratory setting to increase the exposure that early medical students receive to pathologists as clinicians.
Pathologists visited the gross anatomy laboratory 3 times throughout the 15-week course to assist medical students in determining the cause of death of the cadaver being dissected.
This intervention was implemented with 1st-semester medical students for 2 consecutive years (a total of 100 dissection teams consisting of 4 students in each team).
A quantitative content analysis was performed on the students' end of the course assignments to determine whether the students learned a greater percentage of pathologic information by having interactions with pathologists in the gross lab and to identify trends in the way medical students diagnosed their "first patient" (i.e., the cadaver). The students who had interactions with pathologists in the laboratory had significantly more pathology in their narrative than the students who did not receive pathologist interaction. They were also more likely to conclude that the cadaver they dissected actually died from a cause other than the one listed on the death certificate (18.3%; n = 15) compared to the students who had no pathologist interaction (1.8%; n = 2). A postintervention survey indicated that 65% of students felt that interaction with pathologists helped them understand the clinical application of gross anatomy, more than 40% become more interested in pathology, and 74% would have liked to have had more pathologist interaction.
This intervention demonstrated a way to increase pathologist interaction within the undergraduate medical curriculum and enhance the educational environment of the gross anatomy laboratory.
本项目的主要目标是让病理学家融入大体解剖实验室环境，以增加早期医学生与作为临床医生的病理学家的接触机会。
在为期15周的课程中，病理学家3次到访大体解剖实验室，协助医学生确定正在解剖的尸体的死因。
该干预措施连续两年应用于第一学期的医学生（共100个解剖小组，每组4名学生）。
对学生课程结束时的作业进行了定量内容分析，以确定学生通过在大体实验室与病理学家互动是否学到了更高比例的病理信息，并确定医学生诊断其“首位患者”（即尸体）的方式的趋势。在实验室与病理学家互动的学生在叙述中涉及的病理学内容明显多于未与病理学家互动的学生。与未与病理学家互动的学生（1.8%；n = 2）相比，他们也更有可能得出他们解剖的尸体实际死于死亡证明上所列原因以外的其他原因的结论（18.3%；n = 15）。干预后的一项调查显示，65%的学生认为与病理学家的互动有助于他们理解大体解剖的临床应用，40%以上的学生对病理学更感兴趣，74%的学生希望有更多与病理学家的互动。
该干预措施展示了一种增加本科医学课程中病理学家互动并改善大体解剖实验室教育环境的方法。
