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

Abstract

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...

Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient?

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Enhancing the connection between the classroom and the clinical workplace: A systematic review

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Laboratory Medicine Education at U.S. Medical Schools

“…34 By contrast, several groups have noted the advantages of incorporating laboratory and pathology education into the clinical phase of the undergraduate medical curriculum and especially into direct patient care settings. 21–24 Although elective opportunities in laboratory medicine in the clinical years are available at many schools, relatively few (11%) require training in real clinical settings.…”

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