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1.
Arch Pathol Lab Med ; 2018 Nov 30.
Artigo em Inglês | MEDLINE | ID: mdl-30500295

RESUMO

CONTEXT.­: Developing skills related to use of computer-based tools is critical for practicing genomic pathology. However, given the relative novelty of genomics education, residency programs may lack faculty members with adequate expertise and/or time to implement training. A virtual team-based learning (TBL) environment would make genomic pathology education available to more trainees. OBJECTIVE.­: To translate an extensively implemented in-person TBL genomic pathology workshop into a virtual environment and to evaluate both knowledge and skill acquisition. DESIGN.­: Using a novel interactive simulation approach, online modules were developed translating aspects of the TBL experience into the virtual environment with a goal of acquisition of necessary computer-related skills. The modules were evaluated at 10 postgraduate pathology training programs using a pre-post test design with participants deidentified. A postmodule anonymous survey obtained participant feedback on module quality and efficacy. RESULTS.­: There were 147 trainees who received an email request to voluntarily participate in the study. Of these, 43 trainees completed the pretest and 15 (35%) subsequently completed the posttest. Mean overall scores were 45% on the pretest compared with 70% on the posttest ( P < .001; effect size = 1.4). Posttest improvement of results was similar for questions testing acquisition of knowledge versus skills. Regarding the 19 participants who took the survey, 18 (95%) would recommend the modules to others and believed they met the stated objectives. CONCLUSIONS.­: A simulation-based approach allows motivated pathology trainees to acquire computer-related skills for practicing genomic pathology. Future work can explore efficacy in a nonvoluntary setting and adaptation to different specialties, learners, and computer tools.

2.
Per Med ; 15(3): 199-208, 2018 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-29843583

RESUMO

Genomic medicine is transforming patient care. However, the speed of development has left a knowledge gap between discovery and effective implementation into clinical practice. Since 2010, the Training Residents in Genomics (TRIG) Working Group has found success in building a rigorous genomics curriculum with implementation tools aimed at pathology residents in postgraduate training years 1-4. Based on the TRIG model, the interprofessional Undergraduate Training in Genomics (UTRIG) Working Group was formed. Under the aegis of the Undergraduate Medical Educators Section of the Association of Pathology Chairs and representation from nine additional professional societies, UTRIG's collaborative goal is building medical student genomic literacy through development of a ready-to-use genomics curriculum. Key elements to the UTRIG curriculum are expert consensus-driven objectives, active learning methods, rigorous assessment and integration.

3.
J Cancer Educ ; 32(1): 3-10, 2017 03.
Artigo em Inglês | MEDLINE | ID: mdl-28064401

RESUMO

Through the R25 Cancer Education Grants Program (CEGP), the National Cancer Institute (NCI) has been supporting the broad educational needs of the cancer research and cancer healthcare communities since 1974. NCI sponsored a workshop on September 13, 2016 in Bethesda, Maryland, with the objectives of sharing best practices in cancer education, communicating R25 CEGP programmatic information, and gathering ideas to strengthen the R25 CEGP to better meet the emerging needs in cancer education in the face of a rapidly changing landscape in cancer research and cancer care. With 53 leaders in cancer education in attendance, the workshop featured an overview of the R25 CEGP by NCI Program Staff, a showcase of several types of CEGP programs by current R25 grantees, and in-depth discussions on a broad range of questions critical for the continued success of the R25 CEGP. The workshop afforded an opportunity, for the first time, for cancer researchers and clinicians conducting different forms of cancer education activities to gather in one place as leaders of a community of increasing importance. The discussion resulted in a set of suggestions that will benefit the R25 CEGP and cancer education in general. There was a general consensus among the participants that bringing the cancer education community together is a significant achievement of the workshop that will have a long-lasting impact on cancer education.


Assuntos
Pesquisa Biomédica/educação , Educação , Organização do Financiamento , Oncologia/educação , National Cancer Institute (U.S.)/economia , Humanos , National Cancer Institute (U.S.)/organização & administração , Ensino , Estados Unidos
5.
J Grad Med Educ ; 8(1): 80-4, 2016 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-26913108

RESUMO

BACKGROUND: Accumulating data suggest that team-based learning (TBL) is more effective than lecture-based teaching strategies. Educational sessions at national meetings, however, tend to be lecture-based, and unlike most examples of TBL, involve participants who do not know each other or the instructor. OBJECTIVE: We evaluated a 1-day TBL genomic pathology workshop for residents held at 3 national meetings. METHODS: A committee of experts developed the workshop. Prior to attending, participants were provided access to readings and asked to answer preparation questions. Each of the 4 modules within the workshop consisted of a 60-minute TBL activity flanked by 15- to 30-minute preactivity and postactivity lectures. We used surveys to acquire participant evaluation of the workshop. RESULTS: From 2013-2014, 86 pathology residents from 61 programs participated in 3 workshops at national meetings. All workshops were well received, with over 90% of attendees indicating that they would recommend them to other residents and that the material would help them as practicing pathologists. An incremental approach facilitated decreasing faculty presence at the workshops: the first 2 workshops had 7 faculty each (1 facilitator for each team and 1 circulating faculty member), while the final workshop involved only 2 faculty for 6 teams. For this final session, participants agreed that circulating faculty provided adequate support. Participant "buy-in" (requiring completion of a preworkshop survey) was critical in enabling a TBL approach. CONCLUSIONS: These results demonstrate that TBL is a feasible and effective strategy for teaching genomic medicine that is acceptable to pathology residents at national meetings.


Assuntos
Genômica/educação , Internato e Residência/métodos , Patologia/educação , Aprendizagem Baseada em Problemas/métodos , Avaliação Educacional/métodos , Humanos , Aprendizagem , Preceptoria/métodos , Avaliação de Programas e Projetos de Saúde/métodos , Inquéritos e Questionários
6.
Transfusion ; 56(2): 304-10, 2016 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-26400719

RESUMO

BACKGROUND: As transfusion is a common therapy and key component in every hematologist's practice, hematology training programs should dedicate significant time and effort to delivering high-quality transfusion medicine education to their trainees. The current state of hematology trainee knowledge of transfusion medicine is not known. STUDY DESIGN AND METHODS: A validated assessment tool developed by the Biomedical Excellence for Safer Transfusion (BEST) Collaborative was used to assess prior transfusion medicine education, attitudes, perceived ability, and transfusion medicine knowledge of hematology trainees. RESULTS: A total of 149 hematology trainees at 17 international sites were assessed. The overall mean exam score was 61.6% (standard deviation, 13.4%; range, 30%-100%) with no correlation in exam scores with postgraduate year or previous transfusion medicine education in medical school or internal medicine residency. However, better scores correlated with 3 or more hours of transfusion medicine education (p = 0.0003) and perceived higher-quality education during hematology training (p = 0.03). Hematology trainees at US sites, where hematology is often combined with oncology training, had statistically lower scores than trainees at non-US sites (56.2% vs. 67.4%; p < 0.0001). In terms of topic areas, although 93% of participants had obtained consent for transfusion, the lowest scores were on transfusion reaction-related questions. CONCLUSION: Given the overall poor performance, this study serves as an impetus for all hematology training programs to reevaluate the quality and quantity of transfusion medicine training and can assist in the development of targeted curricula.


Assuntos
Transfusão de Sangue , Educação Médica Continuada , Hematologia/educação , Feminino , Humanos , Masculino
8.
Cancer Treat Commun ; 4: 174-181, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-26601054

RESUMO

INTRODUCTION: Tumor genotyping using single gene assays (SGAs) is standard practice in advanced non-small-cell lung cancer (NSCLC). We evaluated how the introduction of next generation sequencing (NGS) into day-to-day clinical practice altered therapeutic decision-making. METHODS: Clinicopathologic data, tumor genotype, and clinical decisions were retrospectively compiled over 6 months following introduction of NGS assay use at our institution in 82 patient-tumor samples (7 by primary NGS, 22 by sequential SGAs followed by NGS, and 53 by SGAs). RESULTS: SGAs identified abnormalities in 34 samples, and all patients with advanced EGFR-mutated or ALK-rearranged tumors received approved tyrosine kinase inhibitors (TKIs) or were consented for clinical trials. NGS was more commonly requested for EGFR, ALK, and KRAS-negative tumors (p<0.0001). NGS was successful in 24/29 (82.7%) tumors. Of 17 adenocarcinomas (ACs), 11 (7 from patients with ≤15 pack-years of smoking) had abnormalities in a known driver oncogene. This led to a change in decision-making in 8 patients, trial consideration in 6, and off-label TKI use in 2. Of 7 squamous cell (SC) carcinomas, 1 had a driver aberration (FGFR1); 6 had other genomic events (all with TP53 mutations). In no cases were clinical decisions altered (p=0.0538 when compared to ACs). CONCLUSIONS: Targeted NGS can identify a significant number of therapeutically-relevant driver events in lung ACs; particularly in never or light smokers. For SC lung cancers, NGS is less likely to alter current practice. Further research into the cost effectiveness and optimal use of NGS and improved provider training in genomic oncology are warranted.

9.
Arch Pathol Lab Med ; 139(7): 894-900, 2015 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-26125429

RESUMO

CONTEXT: The field of genomics is rapidly impacting medical care across specialties. To help guide test utilization and interpretation, pathologists must be knowledgeable about genomic techniques and their clinical utility. The technology allowing timely generation of genomic data is relatively new to patient care and the clinical laboratory, and therefore, many currently practicing pathologists have been trained without any molecular or genomics exposure. Furthermore, the exposure that current and recent trainees receive in this field remains inconsistent. OBJECTIVE: To assess pathologists' learning needs in genomics and to develop a curriculum to address these educational needs. DESIGN: A working group formed by the College of American Pathologists developed an initial list of genomics competencies (knowledge and skills statements) that a practicing pathologist needs to be successful. Experts in genomics were then surveyed to rate the importance of each competency. These data were used to create a final list of prioritized competencies. A subset of the working group defined subtopics and tasks for each competency. Appropriate delivery methods for the educational material were also proposed. RESULTS: A final list of 32 genomics competency statements was developed. A prioritized curriculum was created with designated subtopics and tasks associated with each competency. CONCLUSIONS: We present a genomics curriculum designed as a first step toward providing practicing pathologists with the competencies needed to practice successfully.


Assuntos
Currículo , Genômica/educação , Patologia/educação , Competência Clínica , Humanos
11.
Transfusion ; 55(3): 599-604; quiz 598, 2015 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-25118004

RESUMO

BACKGROUND: KEL1 alloimmunization is a major cause of hemolytic disease of the fetus and newborn (HDFN). While select countries have guidelines for preventing transfusion-associated KEL1 alloimmunization, the United States does not. Beth Israel Deaconess Medical Center instituted a policy in April 2009 whereby women not more than 50 years of age on the obstetric service were transfused KEL1-negative red blood cells (RBCs). We sought to determine compliance and impact for prevention of KEL1 alloimmunization and HDFN. STUDY DESIGN AND METHODS: All women not more than 50 years of age without anti-K transfused RBCs during an obstetric admission from April 9, 2009, to April 9, 2012, were identified (227). Adherence to policy, factors contributing to nonadherence, and subsequent impact were evaluated. For comparison, all cases of anti-K detection in women not more than 50 years of age admitted to nonobstetric services and all cases of transfusion-associated KEL1 alloimmunization in women not more than 50 years of age during the 10 years prior were identified. RESULTS: Eighty-four percent received only KEL1-negative units. Three (1.3%) women not more than 50 years of age on the obstetric service were identified with anti-K, while 17 (1.5%) women not more than 50 years of age on nonobstetric services had anti-K detected; only five of 20 had a prior RBC transfusion. In the 10 years prior, there were 27 cases of transfusion-associated KEL1 alloimmunization in women not more than 50 years of age. There were no cases of KEL1 HDFN in either period. CONCLUSION: Although the findings demonstrate feasibility of providing KEL1-negative RBCs to women of childbearing potential, evidence for clinical benefit is lacking. The low prevalence of KEL1 in blood donors, the lack of significant differences in alloimmunization rates, and no cases of HDFN during the study period questions the clinical benefit of such a policy.


Assuntos
Incompatibilidade de Grupos Sanguíneos/prevenção & controle , Transfusão de Eritrócitos , Sistema do Grupo Sanguíneo de Kell , Complicações na Gravidez/terapia , Adulto , Tipagem e Reações Cruzadas Sanguíneas , Perda Sanguínea Cirúrgica , Boston , Eritroblastose Fetal/prevenção & controle , Feminino , Fidelidade a Diretrizes , Humanos , Imunização , Recém-Nascido , Glicoproteínas de Membrana/imunologia , Metaloendopeptidases/imunologia , Pessoa de Meia-Idade , Política Organizacional , Gravidez , Complicações na Gravidez/sangue , Prevalência , Estudos Retrospectivos , Procedimentos Desnecessários , Hemorragia Uterina/terapia , Adulto Jovem
12.
Transfusion ; 55(6): 1355-61, 2015 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-25522768

RESUMO

BACKGROUND: Blood transfusion is the most common hospital procedure performed in the United States. While inadequate physician transfusion medicine knowledge may lead to inappropriate practice, such an educational deficit has not been investigated on an international scale using a validated assessment tool. Identifying specific deficiencies is critical for developing curricula to improve patient care. STUDY DESIGN AND METHODS: Rasch analysis, a method used in high-stakes testing, was used to validate an assessment tool consisting of a 23-question survey and a 20-question examination. The assessment tool was administered to internal medicine residents to determine prior training, attitudes, perceived ability, and actual knowledge related to transfusion medicine. RESULTS: A total of 474 residents at 23 programs in nine countries completed the examination. The overall mean score of correct responses was 45.7% (site range, 32%-56%). The mean score for Postgraduate Year (PGY)1 (43.9%) was significantly lower than for PGY3 (47.1%) and PGY4 (50.6%) residents. Although 89% of residents had participated in obtaining informed consent from a patient for transfusion, residents scored poorly (<25% correct) on questions related to transfusion reactions. The majority of residents (65%) would find additional transfusion medicine training "very" or "extremely" helpful. CONCLUSION: Internationally, internal medicine residents have poor transfusion medicine knowledge and would welcome additional training. The especially limited knowledge of transfusion reactions suggests an initial area for focused training. This study not only represents the largest international assessment of transfusion medicine knowledge, but also serves as a model for rigorous, collaborative research in medical education.


Assuntos
Medicina Interna/educação , Internato e Residência , Médicos/psicologia , Medicina Transfusional/educação , Adulto , Atitude do Pessoal de Saúde , Austrália , Canadá , Competência Clínica , Currículo , Coleta de Dados , Avaliação Educacional , Europa (Continente) , Humanos , Masculino , Determinação de Necessidades de Cuidados de Saúde , Guias de Prática Clínica como Assunto , Inquéritos e Questionários , Reação Transfusional , Estados Unidos
13.
Am J Clin Pathol ; 142(4): 445-51, 2014 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-25239410

RESUMO

OBJECTIVES: To determine the current state of pathology resident training in genomic and molecular pathology. METHODS: The Training Residents in Genomics (TRIG) Working Group developed survey and knowledge questions for the 2013 pathology Resident In-Service Examination (RISE). Sixteen demographic questions related to amount of training, current and predicted future use, and perceived ability in molecular pathology vs genomic medicine were included, along with five genomic pathology and 19 molecular pathology knowledge questions. RESULTS: A total of 2,506 pathology residents took the 2013 RISE, with approximately 600 individuals per postgraduate year (PGY). For genomic medicine, 42% of PGY-4 respondents stated they had no training, compared with 7% for molecular pathology (P < .001). PGY-4 residents' perceived ability, comfort in discussing results, and predicted future use as a practicing pathologist were reported to be less in genomic medicine than in molecular pathology (P < .001). Based on PGY, knowledge question scores showed a greater increase in molecular pathology than in genomic pathology. CONCLUSIONS: The RISE is a powerful tool for assessing the state of resident training in genomic pathology and current results suggest a significant deficit. The results also provide a baseline to assess future initiatives to improve genomics education for pathology residents such as those developed by the TRIG Working Group.


Assuntos
Genômica/educação , Internato e Residência , Patologia Molecular/educação , Currículo , Coleta de Dados , Genômica/tendências , Sequenciamento de Nucleotídeos em Larga Escala , Humanos , Patologia Molecular/tendências , Análise de Sequência de DNA
14.
Arch Pathol Lab Med ; 138(4): 498-504, 2014 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-24678680

RESUMO

CONTEXT: Genomic medicine is revolutionizing patient care. Physicians in areas as diverse as oncology, obstetrics, and infectious disease have begun using next-generation sequencing assays as standard diagnostic tools. OBJECTIVE: To review the role of pathologists in genomic testing as well as current educational programs and future training needs in genomic pathology. DATA SOURCES: Published literature as well as personal experience based on committee membership and genomic pathology curricular design. CONCLUSIONS: Pathologists, as the directors of the clinical laboratories, must be prepared to integrate genomic testing into their practice. The pathology community has made significant progress in genomics-related education. A continued coordinated and proactive effort will ensure a future vital role for pathologists in the evolving health care system and also the best possible patient care.


Assuntos
Genômica/educação , Patologia/educação , Currículo , Genoma Humano , Genômica/tendências , Mutação em Linhagem Germinativa , Sequenciamento de Nucleotídeos em Larga Escala , Humanos , Técnicas Microbiológicas , Determinação de Necessidades de Cuidados de Saúde , Neoplasias/genética , Patologia/tendências , Estados Unidos
15.
Cancer J ; 20(1): 91-5, 2014 Jan-Feb.
Artigo em Inglês | MEDLINE | ID: mdl-24445771

RESUMO

Genomic testing has entered oncology practice. With reduced cost and faster turnaround times, clinical applications for next-generation sequencing-based assays will only continue to increase. As such, there is an urgent need for health professional education to allow implementation of these new diagnostic tools. However, current medical school, residency, and fellowship training has had limited success in educating physicians in the fundamentals of single-gene testing, let alone genomic methods. In this review, we describe the novel approach the pathology community has taken in genomic education and the potential for application to oncology trainees.


Assuntos
Genômica/educação , Oncologia/educação , Patologia Molecular/educação , Humanos
16.
Transfusion ; 54(3): 650-4, 2014 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-23829356

RESUMO

BACKGROUND: A small, but immunogenic dose of red blood cells (RBCs) may be contained in apheresis platelets (PLTs). Attempts are made to provide D- recipients with D- PLTs to prevent anti-D alloimmunization and the potential for hemolytic disease of the fetus and newborn. Beth Israel Deaconess Medical Center has a policy that when necessary to transfuse D+ PLTs to D- patients, we recommend that RhIG be given when the patient is a woman of child-bearing age or a potential liver transplant patient. We sought to retrospectively determine the rate of anti-D formation after D-incompatible apheresis PLT transfusions in those patients not receiving RhIG and not receiving D+ RBCs over a 14-year period at our institution. STUDY DESIGN AND METHODS: All D- patients (626) who received D+ prestorage leukoreduced apheresis PLTs between January 1, 1997, and December 31, 2011, were identified. Those patients who received RhIG (45), D+ RBC transfusions (50), or stem cell transplantation from a D+ donor (16); had prior anti-D (23); or had unresolved Rh at admission (8) were not eligible for analysis. Only those patients who had an antibody screen performed at least 4 weeks after the incipient PLT transfusion were evaluated (130). RESULTS: Of 130 eligible D- patients, 48% women and 57% immunocompetent, who received a total of 565 apheresis PLTs, none formed anti-D. CONCLUSION: These findings support the use of D+ apheresis PLTs without RhIG irrespective of D status in all recipients.


Assuntos
Transfusão de Plaquetas/métodos , Autoimunidade/fisiologia , Eritrócitos/imunologia , Feminino , Humanos , Isoanticorpos/imunologia , Masculino , Plaquetoferese , Estudos Retrospectivos , Imunoglobulina rho(D)
17.
Transfusion ; 54(5): 1225-30, 2014 May.
Artigo em Inglês | MEDLINE | ID: mdl-24117860

RESUMO

BACKGROUND: There is evidence that physicians lack adequate transfusion medicine knowledge. To design needs-based educational interventions to address this gap, a validated assessment tool is required. Previously published exams have not been created or validated using rigorous psychometric methods. STUDY DESIGN AND METHODS: A modified Delphi method was used to achieve consensus regarding the essential knowledge and skills for physicians who transfuse blood products. To ensure content validity, members of an international organization of transfusion medicine experts (Biomedical Excellence for Safer Transfusion [BEST] Collaborative) participated in the exam design process. An exam, based on the most highly rated topics, was created and administered to individuals with a priori expected basic, intermediate, and expert levels of transfusion medicine knowledge. Rasch analysis, a psychometric technique used in high-stakes medical licensure and board testing, was used to determine exam accuracy and precision. RESULTS: Thirty-six topics achieved ratings sufficient to be considered for inclusion in the exam (content validity index > 0.8). A 23-question exam was administered to 49 individuals. Mean scores for individuals with expected basic, intermediate, and expert knowledge were 42, 62, and 82%, respectively (p < 0.0001). The exam achieved good fit with the Rasch model. CONCLUSION: A validated exam has now been created to accurately assess transfusion medicine knowledge. This exam can be used to determine knowledge deficits and assist in the design of curricula to improve blood product utilization.


Assuntos
Avaliação Educacional , Médicos , Medicina Transfusional , Competência Clínica , Técnica Delfos , Humanos , Determinação de Necessidades de Cuidados de Saúde
18.
Transfusion ; 53(12): 3110-9, 2013 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-23550702

RESUMO

BACKGROUND: Clinical trials are investigating the potential benefit resulting from a reduced maximum storage interval for red blood cells (RBCs). The key drivers that determine RBC age at the time of issue vary among individual hospitals. Although progressive reduction in the maximum storage period of RBCs would be expected to result in smaller hospital inventories and reduced blood availability, the magnitude of the effect is unknown. STUDY DESIGN AND METHODS: Data on current hospital blood inventories were collected from 11 hospitals and three blood centers in five nations. A general predictive model for the age of RBCs at the time of issue was developed based on considerations of demand for RBCs in the hospital. RESULTS: Age of RBCs at issue is sensitive to the following factors: ABO group, storage age at the time of receipt by the hospital, the restock interval, inventory reserve, mean demand, and variation in demand. CONCLUSIONS: A simple model, based on hospital demand, may serve as the basis for examining factors affecting the storage age of RBCs in hospital inventories. The model suggests that the age of RBCs at the time of their issue to the patient depends on factors external to the hospital transfusion service. Any substantial change in the expiration date of stored RBCs will need to address the broad variation in demand for RBCs while attempting to balance considerations of availability and blood wastage.


Assuntos
Preservação de Sangue/métodos , Transfusão de Sangue , Eritrócitos , Transfusão de Eritrócitos , Humanos , Fatores de Tempo
19.
Adv Anat Pathol ; 20(2): 125-9, 2013 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-23399798

RESUMO

Genomics-based diagnostics have become part of patient care. As pathologists have the expertise in clinical laboratory testing as well as access to patient samples, all genomic medicine is genomic pathology. This article will review the evidence that there is a critical need for pathology resident training in genomics. Several individual program curricula are described as well as the progress of the Training Residents in Genomics Working Group. This group has made significant advances toward developing, implementing, and evaluating a national curriculum in genomics for pathology residents. The novel approach of the Training Residents in Genomics Working Group can be used as a model for training pathology professionals in any new technology.


Assuntos
Educação de Pós-Graduação em Medicina/métodos , Genômica/educação , Internato e Residência , Patologia/educação , Competência Clínica , Genoma Humano , Humanos
20.
Arch Pathol Lab Med ; 136(11): 1430-6, 2012 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-23106589

RESUMO

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.


Assuntos
Patologia Clínica/educação , Boston , Currículo , Educação de Graduação em Medicina , Humanos , Faculdades de Medicina
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