Davis J S, Mistry F D
Department of Pathology and Laboratory Medicine, Texas A & M University College of Medicine, College Station 77843-1114.
Arch Pathol Lab Med. 1987 Nov;111(11):1088-92.
Responses to questionnaires on teaching pathology to medical students from 71.6% of US medical schools indicate the following: (1) average class size continues to decrease; (2) in very few schools is instruction entirely interdisciplinary; (3) use of small-group teaching has increased slightly since 1982; (4) average curriculum time remains 250 hours per year; (5) clinical pathology instruction is frequently integrated with systemic pathology (mean time allocation, 40 hours per year); (6) lecture and study of gross and microscopic specimens remain mainstays of instruction; (7) honors/pass/fail grading systems are used by 54.7% of respondents (none use class rank); (8) multiple-choice examinations are a major method of evaluation; (9) graduates seeking post-medical degree training in pathology range from 0% to 6% of each class (mean, 2.13%); and (10) problems most often encountered are that there are too many students per class, and that students are unprepared for pathology.
来自美国71.6%医学院校的关于向医学生教授病理学的调查问卷回复表明如下情况：（1）班级平均规模持续减小；（2）极少有学校的教学完全跨学科；（3）自1982年以来小组教学的使用略有增加；（4）课程平均时间每年仍为250小时；（5）临床病理学教学经常与系统病理学整合（平均时间分配为每年40小时）；（6）大体标本和显微镜标本的讲授与学习仍是教学的主要方式；（7）54.7%的受访者使用优/及格/不及格评分系统（无人使用班级排名）；（8）多项选择题考试是主要的评估方法；（9）寻求病理学医学学位后培训的毕业生占每个班级的比例从0%到6%不等（平均为2.13%）；以及（10）最常遇到的问题是每班学生过多，且学生对病理学没有做好准备。
