Bennett B D, Gardner W A
Arch Pathol Lab Med. 1986 Oct;110(10):978-9.
A medical student's introduction to the clinical laboratory often sets the tone for the relationship that will exist between him or her and the laboratory throughout medical practice. As part of the sophomore pathology and laboratory medicine course at the University of South Alabama, Mobile, groups of seven or eight medical students spend one hour in each of ten different areas of the clinical laboratory. This experience acquaints the students with laboratory personnel, organization, and procedure, and emphasizes the importance of communication between clinicians and the laboratory staff. Consequently, our students have greater awareness of the capabilities and limitations of laboratory testing. This has, in turn, resulted in more efficient use of laboratory resources by clinicians and fewer complaints about laboratory service. The relatively small size of the classes in our institution enables us to schedule these sessions effectively. However, schools with larger classes could use a similar system since many of these schools have access to laboratories at more than one hospital.
医学生初次接触临床实验室，往往会为其在整个医学实践过程中与实验室之间的关系奠定基调。作为南阿拉巴马大学莫比尔分校大二病理学与检验医学课程的一部分，七八名医学生组成的小组会在临床实验室的十个不同区域各待上一小时。这段经历让学生们了解实验室人员、组织架构和操作流程，并强调临床医生与实验室工作人员之间沟通的重要性。因此，我们的学生对实验室检测的能力和局限性有了更深刻的认识。这反过来又促使临床医生更高效地利用实验室资源，减少了对实验室服务的投诉。我们学校班级规模相对较小，这使我们能够有效地安排这些课程。然而，班级规模较大的学校也可以采用类似的系统，因为许多这类学校可以使用不止一家医院的实验室。
