Teaching and learning pathology: a critical review of the English literature

Marshall, Robert J.; Cartwright, Nicola; Mattick, Karen

doi:10.1111/j.1365-2923.2004.01775.x

Cited by 69 publications

(68 citation statements)

References 81 publications

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“…Integrating pathology into the core curriculum remains a challenge for medical educators. [38,39] Knowledge of the processes leading to a pathological diagnosis, such as biopsy, tissue preservation, tissue processing and tissue staining are lacking in undergraduate medical education although it has been suggested by some authors these should be part of the pathology core curriculum. [40] We are now exploring the following strategies for the teaching of histopathology alongside the gross pathology present in the dissecting room;…”

Section: Discussionmentioning

confidence: 99%

Histopathology from the dissecting room: are cadavers a suitable source of educationally useful histopathology specimens?

Wood¹,

Whiten²,

McVee³

et al. 2015

Anatomy

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Objectives: The requirement of the General Medical Council to 'reduce factual overload' has led to the development of integrated curricula in which the knowledge base related to basic medical sciences has been greatly restricted. The time allocated to pathology teaching in medical schools has been decreased. The challenge for educators is to introduce effective methods of learning pathology into an integrated, student-centred curriculum. The aim of this study is to assess the tissue derived from cadaveric material and report its potential for use in teaching histopathology. Methods:We have previously reported how we use cadavers' medical histories when introducing students to their 'first patient'. The medical histories of the seventeen cadavers that were dissected during one academic session were reviewed for evidence of reported pathology. During dissection unexpected pathological findings were noted. Standard histological processing was carried out on pathological tissue from the cadavers, a prosection and a specimen which was displayed in a museum pot. These specimens were then assessed for educational value by an expert clinical histopathologist. Results:We find that the availability of a real medical history combined with gross and microscopic pathology encourages integration of basic medical sciences and promotes the learning of both gross and microscopic pathology in the dissecting room. Conclusion:The dissecting room provides ample material to introduce pathological concepts to undergraduate medical students and this material is a valuable resource for teaching histopathology.

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Section: Discussionmentioning

confidence: 99%

Histopathology from the dissecting room: are cadavers a suitable source of educationally useful histopathology specimens?

Wood¹,

Whiten²,

McVee³

et al. 2015

Anatomy

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show abstract

“…De modo similar, Marshall e colaboradores 16 comentam que "enquanto o trem moderno da educação médica acelera, os patologistas correm o risco de ficar presos na plataforma argumentando sobre as vantagens do trem a vapor" (p.309). Por outro lado, constatam que o cenário colocado dá margem à ansiedade quanto à real possibilidade de que um assunto de importância central na medicina esteja sendo negligenciado na formação médica.…”

Section: Experiência Internacionalunclassified

“…Ao estágio obrigatório, realizado nos quatro semestres finais do curso, foram incorporadas 20 horas de estágio no Serviço de Anatomia Patológica, sob supervisão direta de um professor médico patologista, para promoção de vivência da especialidade e modulação de expectativas, benefícios e limitações da atuação do especialista. Ainda que 16 professores, dos quais 13 médicos patologistas, e haja certa autonomia com relação aos conteúdos a serem abordados, urge definir um core curriculum em Patologia Básica e de Sistemas e qual abordagem didática e pedagógica renderá maior retenção de conteúdo e aprendizado. Experiências como as relatadas por Maley et al 21 mostram que a autonomia, parte das estratégias de estudo autodirigido (SDL), é fundamental ao processo de aprendizado.…”

Section: Experiência Na Universidade Federal Do Paranáunclassified

O Novo Currículo e o Fim da Patologia

Soares

Athanazio

2016

Rev. bras. educ. med.

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“…There have been two revisions since the original publication of the GMC's Tomorrow's Doctors in 1993 [1][2][3] when medical schools that revised their syllabus and curriculum to reduce the volume of facts medical students were required to learn and to reduce the amount of didactic teaching in favour of self-directed learning [4,5]. Two subjects that have suffered are clinical pharmacology and pathology, and in subsequent revisions Tomorrow's Doctors have sought to redress this.…”

Section: Introductionmentioning

confidence: 99%

Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?

Marsdin

Biswas

2013

Journal of Biomedical Education

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Medical schools responded to the first publication of Tomorrow's Doctors with an abbreviated syllabus and a reduction in didactic teaching hours. Prescribing errors, however, have increased, and there is a perception amongst clinicians that junior doctors know less about the pathological basis of disease. We asked junior doctors how useful they thought their undergraduate teaching in pathology had been in their postgraduate training. We had 70 questionnaire responses from junior doctors within a single deanery and found that although almost every doctor, n = 61 (96%), thought that pathology formed a major component of their postgraduate exams, most, n = 47 (67%), thought that their undergraduate teaching left them unprepared for their postgraduate careers, and they had to learn basic principles, as they revised for postgraduate exams. Few used a pathology text for learning, most doctors, n = 64 (91%), relying on question and answer revision resources for exam preparation. Perhaps, as revision materials are used so widely, they might be adapted for long-term deep learning, alongside clinical work. This presents an opportunity for pathologists, deaneries, royal colleges, and publishing houses to work together in the preparation of quality written and online material readily accessible to junior doctors in their workplace.

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Teaching and learning pathology: a critical review of the English literature

Cited by 69 publications

References 81 publications

Histopathology from the dissecting room: are cadavers a suitable source of educationally useful histopathology specimens?

Histopathology from the dissecting room: are cadavers a suitable source of educationally useful histopathology specimens?

O Novo Currículo e o Fim da Patologia

Are We Learning Enough Pathology in Medical School to Prepare Us for Postgraduate Training and Examinations?

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