Teaching the Clinical Interpretation of Peripheral Blood Smears to a Second-Year Medical School Class Using the PeripheralBlood-Tutor Computer Program

Wood, Brent L.; Mandel, Lynn S.; Schaad, Douglas C.; Curtis, Janet D.; Murray, Charlotte; Broudy, Virginia C.; Gernsheimer, Terry; Wener, Mark H.; LeCrone, Carol N.; Astion, Michael L.

doi:10.1093/ajcp/109.5.514

Cited by 9 publications

(2 citation statements)

References 4 publications

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“…Although understanding of the lymphohaematopoietic system is required in medical practice, training has been significantly curtailed or even eliminated due to increasing curricular requirements and the need for specialised teaching and equipment . Meanwhile, digital media have significantly transformed education, allowing what once required a microscope and slides to be portable and digitally preserved online for educational purposes.…”

Section: What Problems Were Addressed?mentioning

confidence: 99%

Order of curricular interventions in recognition of haematopathological images

Gulati¹,

Wasser²,

Donato³

2015

Med Educ

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Section: What Problems Were Addressed?mentioning

confidence: 99%

Order of curricular interventions in recognition of haematopathological images

Gulati¹,

Wasser²,

Donato³

2015

Med Educ

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“…Programs that teach skills in common laboratory procedures, such as interpretation of peripheral blood smears and microscopic examination of urine sediment, have been shown to improve student performance. 48,49 A series of interactive case studies in clinical chemistry has been developed to promote diagnostic reasoning. 50 Information about laboratory tests is now available on handheld computers, and one such program received a positive reception from students in an internal medicine clerkship.…”

Section: Self-directed Learningmentioning

confidence: 99%

Educating Medical Students in Laboratory Medicine

et al. 2010

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As the 100th anniversary of the Flexner report nears, medical student education is being reviewed at many levels. One area of concern, expressed in recent reports from some national health care organizations, is the adequacy of training in the discipline of laboratory medicine (also termed clinical pathology). The Academy of Clinical Laboratory Physicians and Scientists appointed an ad hoc committee to review this topic and to develop a suggested curriculum, which was subsequently forwarded to the entire membership for review. The proposed medical student laboratory medicine curriculum defines goals and objectives for training, provides guidelines for instructional methods, and gives examples of how outcomes can be assessed. This curriculum is presented as a potentially helpful outline for use by medical school faculty and curriculum committees.

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Teaching hematology to second year medical students: results of a national survey of hematology course directors

Broudy

Hickman

2006

Ann Hematol

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Increasing clinical productivity expectations at academic medical centers and new faculty effort reporting requirements for NIH-supported investigators challenge the tradition of faculty volunteerism for medical student teaching. To better define the structure, content, and financial support of second year medical school hematology courses nationwide, we mailed a survey to the hematology course directors at 85 of the 125 accredited US medical schools. The 58 course directors who returned the survey represent all regions of the US and both public and private medical schools. Median class size was 150 students (range 40-200), and some courses included a substantial proportion (up to 33%) of other types of students. The median number of hours per course was 33 h (range 8 to 74). Approximately 50% of the total teaching time was devoted to lecture (range 5 to 100%). Web-based teaching was used by 62% of course directors. The median number of faculty responsible for teaching the second year hematology course was 12 (range 1-36). The hematology course directors identified a number of obstacles, including difficulty in recruiting teachers, the lack of well-defined content, and the very modest budget (less than $1,500 for most courses). Only three of the course directors indicated that they received salary support for this role. These findings suggest that a national effort to define learning objectives for the hematology courses and to share teaching materials among medical schools is warranted. Little financial support is provided for the hematology course, and these findings compel the identification of resources to pay faculty for teaching medical student required courses.

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Teaching the Clinical Interpretation of Peripheral Blood Smears to a Second-Year Medical School Class Using the PeripheralBlood-Tutor Computer Program

Cited by 9 publications

References 4 publications

Order of curricular interventions in recognition of haematopathological images

Order of curricular interventions in recognition of haematopathological images

Educating Medical Students in Laboratory Medicine

Teaching hematology to second year medical students: results of a national survey of hematology course directors

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