Medical students' perceptions of pathology and the effect of the second-year pathology course

Holland, Lorne; Bosch, Barbara

doi:10.1016/j.humpath.2005.10.004

Cited by 43 publications

(51 citation statements)

References 22 publications

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“…It raises the question whether alienated students struggled with interpersonal relationships at both patient and professional level, thereby accounting for the strong emphasis on poor relationships in the workplace. Another explanation may be linked to misconceptions about the nature of pathology practice that were identified in a study amongst medical students in five USA schools (Holland & Bosch 2006). The misconceptions included the following: pathology is more reliable at making an accurate diagnosis, the discipline requires a bigger knowledge base to practice and it is a bigger intellectual challenge than the so-called clinical disciplines.…”

Section: Discussionmentioning

confidence: 99%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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Background: The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1): 7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work. Aim: The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university. Method: A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences. Results: Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning. Conclusions: We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

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Section: Discussionmentioning

confidence: 99%

Alienation and engagement in postgraduate training at a South African medical school

et al. 2011

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“…Some qualitative or semiqualitative studies have sought the opinions of focus groups [18] or larger cohorts [19] of junior medical students.…”

Section: Introductionmentioning

confidence: 99%

If not, why not? Reasons why Canadian postgraduate trainees chose—or did not choose—to become pathologists

Ford

2010

Human Pathology

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“…Several questions were based on a previous survey designed to gauge medical student perceptions of pathology. 4 At the first pathology elective session, students were asked to anonymously record their reasons for choosing the elective. An end-of-elective survey was also administered.…”

Section: Discussionmentioning

confidence: 99%

“…In one study, even after a preclinical pathology course, students believed that a pathologist only spends approximately 60% of his/her time with specimens from living patients. 4 The third and fourth years of medical school should be ideal for linking the pathology learned in the preclinical courses to patient care as well as for promoting better understanding of pathology as a profession. While…”

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confidence: 99%

Successful Implementation of a Longitudinal, Integrated Pathology Curriculum During the Third Year of Medical School

Haspel¹,

Bhargava²,

Gilmore³

et al. 2012

Archives of Pathology &Amp; Laboratory Medicine

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N Context.-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.Objective.-To design, implement, and evaluate a pathology curriculum integrated into a longitudinal clerkship for third-year medical students.Design.-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.Results.-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.Conclusions.-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.(Arch Pathol Lab Med. 2012;136:1430-1436; doi: 10.5858/arpa.2011-0539-EP) F or clinicians in virtually every specialty, the care of patients depends upon the accurate interpretation of laboratory tests as well as biopsy and surgical specimens. As such, medical school curricula must ensure that students become well-rounded physicians with knowledge of and appreciation for the role of the pathologist in patient care. Unfortunately, there are few examples of the successful integration of pathology teaching, both anatomic pathology and laboratory medicine, in the clinical years of medical school. In the United States, a recent report from the Centers for Disease Control and Prevention concluded that current medical student training in laboratory medicine is ''inadequate'' and ''despite the integral role of laboratory testing in the practice of medicine, formal teaching of laboratory medicine is a relatively neglected component of the medical school curriculum.'' 1 During the preclinical years of US medical training, almost all medical schools have some form of a pathology curriculum. The teaching, however, varies significantly from a stand-alone course to fully integrated organ system-focused curricula that include problem-based materials.2 Yet, there is limited outcomes research in pathology undergraduate education, with a...

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Medical students' perceptions of pathology and the effect of the second-year pathology course

Cited by 43 publications

References 22 publications

Alienation and engagement in postgraduate training at a South African medical school

Alienation and engagement in postgraduate training at a South African medical school

If not, why not? Reasons why Canadian postgraduate trainees chose—or did not choose—to become pathologists

Successful Implementation of a Longitudinal, Integrated Pathology Curriculum During the Third Year of Medical School

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