Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

Briehl, Margaret M.; Nelson, Mark A.; Krupiński, Elizabeth A.; Erps, Kristine A.; Holcomb, Michael J.; Weinstein, John B.; Weinstein, Ronald S.

doi:10.1177/2374289516680217

Cited by 5 publications

(12 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is the fifth in our series of Second Flexner Century papers on innovations in medical education and health-care delivery systems, published in Academic Pathology. [1][2][3][4] Surgical pathology dates back to the early 20th century, but the major advances in immunohistochemistry, laboratory medicine, molecular diagnostics, pathology informatics, and personalized medicine have occurred in the last 40 years. However, in the words of Dr Edward O. Uthman, a "paraffin curtain" has been constructed between the pathologist and the patient, referring to the fixation of many surgical pathologists on rendering diagnoses on paraffin histopathology slides.…”

Section: Introductionmentioning

confidence: 99%

A “Pathology Explanation Clinic (PEC)” for Patient-Centered Laboratory Medicine Test Results

et al. 2018

Self Cite

View full text Add to dashboard Cite

This concept paper addresses communication issues arising between physicians and their patients. To facilitate the communication of essential diagnostic pathology information to patients, and address their questions and concerns, we propose that “Pathology Explanation Clinics” be created. The Pathology Explanation Clinics would provide a channel for direct communications between pathologists and patients. Pathologists would receive special training as “Certified Pathologist Navigators” in preparation for this role. The goal of Pathology Explanation Clinics would be to help fill gaps in communication of information contained in laboratory reports to patients, further explain its relevance, and improve patient understanding of the meaning of such information and its impact on their health and health-care choices. Effort would be made to ensure that Certified Pathologist Navigators work within the overall coordination of care by the health-care team.

show abstract

Section: Introductionmentioning

confidence: 99%

A “Pathology Explanation Clinic (PEC)” for Patient-Centered Laboratory Medicine Test Results

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Since 1996, faculty members from The University of Arizona College of Medicine's (COM) Department of Pathology have taught a modified medical school general pathology course as a campus-wide course offering for Master of Science (MS) students and Doctor of Philosophy (PhD) students. 1 Pathology department faculty members later adapted, and taught, a truncated version of the graduate student general pathology course to middle school and high school students in Tucson and Phoenix, Arizona. 2 Low health literacy is a major challenge in the United States.…”

Section: Introductionmentioning

confidence: 99%

“…[3][4][5][6][7][8][9][10][11] Three factors support our nascent 21st-century "Democratization of Medical Knowledge" initiative in the United States: (1) a growing literature pointing to influences of patient "health literacies" on their personal clinical outcomes from treatments of diseases; (2) published evidence that K-12 students, college students, and nonmedical graduate school students can handle medical science coursework, previously reserved for medical students; and (3) our studies showing that a typical medical school general pathology course can be repurposed, mobilized, and reinserted at multiple points in the US education continuum. [1][2][3][4][5][6][7][8][9][10][11][12] This is the fourth in a series of papers on our Democratization of Medical Knowledge initiative in which we further expand our classification of nonmedical school general pathology courses, describe our top-down multicourse authoring strategies, introduce tool kits used to enrich these nonmedical school courses with learning materials ordinarily available only to our medical students, and describe opportunities for academic pathology departments to participate in the Democratization of Medical Knowledge initiative in national leadership roles as creators, managers, and content experts (Appendix A). 1,2,11 Expanded Scope and Nomenclature for a Set of Gateway General Pathology Courses A gateway course is, by definition, foundational in nature.…”

Section: Introductionmentioning

confidence: 99%

“…[1][2][3][4][5][6][7][8][9][10][11][12] This is the fourth in a series of papers on our Democratization of Medical Knowledge initiative in which we further expand our classification of nonmedical school general pathology courses, describe our top-down multicourse authoring strategies, introduce tool kits used to enrich these nonmedical school courses with learning materials ordinarily available only to our medical students, and describe opportunities for academic pathology departments to participate in the Democratization of Medical Knowledge initiative in national leadership roles as creators, managers, and content experts (Appendix A). 1,2,11 Expanded Scope and Nomenclature for a Set of Gateway General Pathology Courses A gateway course is, by definition, foundational in nature. It is often the first course in a string of related courses, taught at a progression of grade levels, on a particular subject.…”

Section: Introductionmentioning

confidence: 99%

“…4,[24][25][26] In previous Academic Pathology articles, we introduced a short form of our classification of general pathology gateway courses including names for our initial pair of courses for nonmedical students. 1,2 In this article, we introduce the nomenclature for the entire series of general pathology gateway courses ( Figure 1 and Table 1). These courses have shared core content enabling the rereview of that content as students move up through a progression of education levels.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Second Flexner Century: The Democratization of Medical Knowledge

et al. 2017

Self Cite

View full text Add to dashboard Cite

Starting in 1910, the “Flexner Revolution” in medical education catalyzed the transformation of the US medical education enterprise from a proprietary medical school dominated system into a university-based medical school system. In the 21st century, what we refer to as the “Second Flexner Century” shifts focus from the education of medical students to the education of the general population in the “4 health literacies.” Compared with the remarkable success of the first Flexner Revolution, retrofitting medical science education into the US general population today, starting with K-12 students, is a more daunting task. The stakes are high. The emergence of the patient-centered medical home as a health-care delivery model and the revelation that medical errors are the third leading cause of adult deaths in the United States are drivers of population education reform. In this century, patients will be expected to assume far greater responsibility for their own health care as full members of health-care teams. For us, this process began in the run-up to the “Second Flexner Century” with the creation and testing of a general pathology course, repurposed as a series of “gateway” courses on mechanisms of diseases, suitable for introduction at multiple insertion points in the US education continuum. In this article, we describe nomenclature for these gateway courses and a “top–down” strategy for creating pathology coursework for nonmedical students. Finally, we list opportunities for academic pathology departments to engage in a national “Democratization of Medical Knowledge” initiative.

show abstract

Innovative Governance Model for a Sustainable State-Wide University-Based Telemedicine Program

Weinstein

Sodhi

Barker

et al. 2020

Telemedicine, Telehealth and Telepresence

View full text Add to dashboard Cite

Governance of a telemedicine program can influence the sustainability of a state-wide telemedicine program. Concerns of the founding ATP director regarding governance at the University of Arizona’s College of Medicine, in Tucson, 115 miles from the State Capitol in Phoenix, AZ, were addressed by legislative leaders through their creation of the Arizona Telemedicine Council (ATC). This blue-ribbon “non-statutory overarching authority” holds its quarterly 2-hour luncheon meetings in the Board Room of the Joint Legislative Budget Committee on the Arizona State Capitol Campus, in Phoenix. The ATP director creates the ATC meeting agendas. He has moderated all 92 ATC meetings, dating back to October 1996. Chairs of Appropriations Committees in the AZ House of Representatives and AZ State Senate have chaired the meetings. ATC’s meetings provide the opportunity for direct communication between AZ State Legislators, the ATP, and other Arizona stakeholders. This highly visible interest in telemedicine and telehealth on the AZ State Capitol campus, the regularity of ATC meetings, and the free exchange of information among stakeholders has encouraged establishment and success of many high-quality Arizona-based telemedicine programs over the years.

show abstract

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

Cited by 5 publications

References 19 publications

A “Pathology Explanation Clinic (PEC)” for Patient-Centered Laboratory Medicine Test Results

A “Pathology Explanation Clinic (PEC)” for Patient-Centered Laboratory Medicine Test Results

Second Flexner Century: The Democratization of Medical Knowledge

Innovative Governance Model for a Sustainable State-Wide University-Based Telemedicine Program

Contact Info

Product

Resources

About