1
|
Al-Saghbini MS, Fayyad MA, Gharaibeh L. Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns' and Residents' Perspectives. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:627-635. [PMID: 38983272 PMCID: PMC11230855 DOI: 10.2147/amep.s446158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 03/27/2024] [Indexed: 07/11/2024]
Abstract
Aim Medical literature revealed that there is a lack of information about the opinions of medical interns and residents about curricula provided to them during their undergraduate programs, either in a group of detached subjects or an incorporated and efficacious topic (ie, pathology). Purpose To assess and compare the interns' and residents' perspectives towards Pathology as a subject. To recognize their opinions toward the relevance and application of Pathology while practicing clinically. Methods This study was a cross-sectional online, self-administered questionnaire targeting interns and residents. The questionnaire consisted of 30 questions, enquiring about the demographic data, subject strength, teaching duration, interest in the subject, and usefulness of Pathology as a subject in clinical practice. Results Overall, 103 participants completed the survey. The female and male percentage was 59.2% and 40.8% respectively. 86.4% of participants were interns, while 13.6% were residents. 87% of participants agreed that applying pathology during clinical practice is a skill that should be strengthened in the early stages of preclinical education of Medicine. A modest percentage believed that a practitioner could efficiently treat the majority of patients with no need to know the specifics of the pathological mechanisms involved. Most of the participants believed that pathology courses helped them in making a differential diagnosis, analysis of normal and pathological constituents, and dissection and identification of structures. Conclusion This study highlights the positive perceptions of Jordanian interns and residents toward pathology courses. It also demonstrates that participants prefer an active and dynamic educational model with an emphasis on better integration of pathology courses and clinical experiences that fit their needs in clinical practice. Thus, we recommend future studies to compare the competencies of interns and residents enrolled in the courses with integrated medical curricula, of pathology versus those who studied the conventional medical curricula of pathology, as well as to evaluate their perceptions of medical education.
Collapse
Affiliation(s)
- Mohamad Saleh Al-Saghbini
- Department of Basic Medical and Dental Sciences, Faculty of Dentistry, Zarqa University, Zarqa, Jordan
| | - Mohammed Ali Fayyad
- Prosthodontics & Implant Dentistry, Faculty of Dentistry, Zarqa University, Zarqa, Jordan
| | - Lobna Gharaibeh
- Pharmacological and Diagnostic Research Center, Department of Biopharmaceutics and Clinical Pharmacy, Faculty of Pharmacy, Al-Ahliyya Amman University, Amman, Jordan
| |
Collapse
|
2
|
Oqbani K, Birouk M, Abbaoui S, Chaouir S, Al Idrissi N, Ahid S. Attitude, perception, and feedback of graduate medical students on teaching-learning methodology in pathology courses: A call for curricular modernization in Morocco. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:368. [PMID: 38144012 PMCID: PMC10743926 DOI: 10.4103/jehp.jehp_1388_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 04/11/2023] [Indexed: 12/26/2023]
Abstract
BACKGROUND The difficulty of understanding the pathology courses and the student's dissatisfaction with the pathology modules is a universal problem. The principal aim of our survey was to assess the perception and satisfaction of teaching pathology by graduate medical students from nine Moroccan faculties of medicine. MATERIALS AND METHODS This study was conducted among graduate medical students regarding their preferences in pathology teaching modalities, their satisfaction with the current lecture-based courses, their perception of pathology as a specialty, and their thoughts on whether and how such curricula should be modernized. A qualitative and comparative analysis was performed. The differences in modalities of teaching used were investigated. RESULTS We received 274 completed surveys from graduate Moroccan medical students. Seventy-five (27.9 %) students were dissatisfied with the actual lecture-based courses. A total of 131 students (48.5%) considered that the methodology of teaching and learning used in their faculty is insufficient for learning, understanding, and memorizing pathology courses. Additionally, 233 students (86.3 %) considered that the curriculum should be modernized. The majority supported the implementation of case reports (74%), hospital-based rotation in the pathology department (68.7%), and virtual slides (60%) as the most preferred didactic methods. CONCLUSIONS This survey based-study highlighted the limits of the current pathology teaching curriculum in Morocco, insufficiently in line with the aspirations of students. Furthermore, students' responses regarding their knowledge of the pathology laboratory functioning as well as their opinions toward considering pathology as a future career were very surprising, converging toward a huge lack of attractiveness of this discipline.
Collapse
Affiliation(s)
- Kenza Oqbani
- Faculty of Medicine, Mohammed VI University of Health Sciences, Casablanca, Morocco
| | - Mounsif Birouk
- Traumatology and Surgical Orthopedy, Private Medical Practice, Casablanca, Morocco
| | - Sanae Abbaoui
- Faculty of Medicine and Pharmacy, Ibn Zohr University, Agadir, Morocco
| | - Souad Chaouir
- Faculty of Medicine, Mohammed V University, Rabat, Morocco
| | - Najib Al Idrissi
- Faculty of Medicine, Mohammed VI University of Health Sciences, Casablanca, Morocco
| | - Samir Ahid
- Methodological Support Unit for Research, Faculty of Pharmacy, Mohammed VI University of Health Sciences, Casablanca, Morocco
| |
Collapse
|
3
|
D’Abbronzo G, Lucà S, Carraturo E, Franco R, Ronchi A. Shortage of pathologists in Italy: survey of students and residents. Pathologica 2023; 115:172-180. [PMID: 37387442 PMCID: PMC10462991 DOI: 10.32074/1591-951x-852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 02/13/2023] [Indexed: 07/01/2023] Open
Abstract
Objective In Italy, shortage of pathologists is a problem that affects the quality of the National Health System (NHS). The cause of the shortage of pathologists in Italy must be sought in the lack of interests in the pathologist career by Medical Course Students (MCS) and in drop out of Post-Graduate Medical Schools (PGMS). We investigated reasons of both through two surveys. Methods We developed and proposed on Facebook two surveys, one to MCSs attending last years of study and one to Pathology School Residents (PSRs). Survey for MCSs consisted of 10 questions centered on their perception about pathologist activity; survey for PSRs consisted of 8 questions and investigated the most and least appreciated aspects of Italian PGMS. Results We obtained 500 responses from the MCSs and 51 responses from the PSRs. Our results show that lack of interest of MCS may be due to their incomplete knowledge of the pathologist's activities. On the other hand, PSR answers show that some teaching aspects should be improved. Conclusions Our surveys showed that lack of interest of MCS in the pathology career depends on poor knowledge about the real clinical significance of pathology and PSRs believe that Italian PGMS do not meet their interest. One solution could be a renewal of teaching both in the pathology courses for MCS and in PGMS.
Collapse
Affiliation(s)
| | | | | | - Renato Franco
- Pathology Unit, Department of Mental and Physical Health and Preventive Medicine, University of Campania “Luigi Vanvitelli”, Naples, Italy
| | | |
Collapse
|
4
|
Kelly JM, Perseghin A, Dow AW, Trivedi SP, Rodman A, Berk J. Learning Through Listening: A Scoping Review of Podcast Use in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1079-1085. [PMID: 34935729 PMCID: PMC11002568 DOI: 10.1097/acm.0000000000004565] [Citation(s) in RCA: 38] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE To improve understanding of podcast use in medical education by examining current research on descriptive attributes and educational outcomes, highlighting implications of the current evidence base for educational practices, and identifying research gaps to guide future investigation. METHOD The authors conducted a scoping review, searching PubMed and Embase databases in June-July 2020 for English-language studies of audio-only medical education podcast use in undergraduate, graduate, and continuing medical education. The authors excluded studies without original data or with nonphysician data that could not be separated from physician data. From included studies, the authors extracted data regarding descriptive outcomes (e.g., podcast use, content areas, structure) and educational outcomes (classified using Kirkpatrick's 4 levels of evaluation). RESULTS Of 491 unique articles, 62 met inclusion criteria. Descriptive outcomes were reported in 44 studies. Analysis of these studies revealed podcast use has increased over time, podcasts are a top resource for resident education, and podcasts are being incorporated into formal medical curricula. Educational outcomes were reported in 38 studies. The 29 studies that assessed learner reaction and attitudes to podcasts (Kirkpatrick level 1) showed learners value podcasts for their portability, efficiency, and combined educational and entertainment value. The 10 studies that assessed knowledge retention (Kirkpatrick level 2) showed podcasts to be noninferior to traditional teaching methods. The 11 studies that assessed behavior change (Kirkpatrick level 3) showed improved documentation skills in medical students and self-reported practice change in residents and practicing physicians after listening to podcasts. None of the studies reported system change or patient outcomes (Kirkpatrick level 4). CONCLUSIONS Future research should focus on the optimal structure of podcasts for learning, higher-level outcomes of podcasts, and the implementation of podcasts into formal curricula. Podcasts may prove to be essential tools for disseminating and implementing the most current, evidence-based practices.
Collapse
Affiliation(s)
- Jessica M Kelly
- J.M. Kelly is a first-year pediatric emergency medicine fellow, Division of Emergency Medicine, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Andrea Perseghin
- A. Perseghin is director of continuing education, VCU Health, Richmond, Virginia
| | - Alan W Dow
- A.W. Dow is assistant vice president of health sciences for Interprofessional Education and Collaborative Care, Department of Medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia
| | - Shreya P Trivedi
- S.P. Trivedi is instructor of medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Adam Rodman
- A. Rodman is instructor of medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Justin Berk
- J. Berk is assistant professor, Departments of Medicine and Pediatrics, Warren Alpert Medical School, Brown University, Providence, Rhode Island; ORCID: https://orcid.org/0000-0002-2865-7464
| |
Collapse
|
5
|
Leiva-Cepas F. [Analysis of the university teaching organization of Pathological Anatomy in Spain]. REVISTA ESPANOLA DE PATOLOGIA : PUBLICACION OFICIAL DE LA SOCIEDAD ESPANOLA DE ANATOMIA PATOLOGICA Y DE LA SOCIEDAD ESPANOLA DE CITOLOGIA 2022; 55:163-172. [PMID: 35779882 DOI: 10.1016/j.patol.2021.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Revised: 09/07/2021] [Accepted: 09/13/2021] [Indexed: 06/15/2023]
Abstract
INTRODUCTION To describe and analyze the current situation of Pathology teaching and its characteristics in the degree of Medicine in public medical schools in Spain. METHODS Descriptive analysis of the teaching guides of the undergraduate studies of 32 Spanish public medical schools, identifying the number of credits, hours of theoretical practical teaching, teaching elements, rotation through hospital services and teachers in the subject of Pathology. RESULTS In the 32 medical schools analyzed, 31 (96.7%) present in their study plans at least 1 AP subject. Data could not be obtained from one faculty. 67% of the subjects offered imply rotation by AP services. The most frequent year for AP teaching is the third one, and the median number of ECTS credits is 6. 49.5% of the subjects involve contents related to the clinical autopsy. 12.5% of the subjects have either theoretical or practical content on digital Pathology or telepathology. Regarding the teaching staff, 112 people are civil servants (University Professor or Professor, of which 91 are linked -92,9%), 244 people are non-civil servants, where 76.2% have the teaching figure of Associate Professor. CONCLUSIONS The teaching of Pathology is widely distributed, the rotation of Pathology health services is scarce and the most frequent teaching figure is that of an Associate Professor.
Collapse
Affiliation(s)
- Fernando Leiva-Cepas
- UGC de Anatomía Patológica del Hospital Universitario Reina Sofía de Córdoba, Córdoba, España; Departamento de Ciencias Morfológicas y Ciencias Sociosanitarias. Facultad de Medicina y Enfermería. Universidad de Córdoba, Córdoba, España.
| |
Collapse
|
6
|
Ishak A, AlRawashdeh MM, Meletiou-Mavrotheris M, Nikas IP. Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives. Diagnostics (Basel) 2022; 12:diagnostics12071578. [PMID: 35885484 PMCID: PMC9321717 DOI: 10.3390/diagnostics12071578] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 06/22/2022] [Accepted: 06/27/2022] [Indexed: 11/20/2022] Open
Abstract
The COVID-19 pandemic shifted pathology education in medical schools worldwide towards online delivery. To achieve this goal, various innovative platforms were used by pathology educators and medical students, facilitating both synchronous and asynchronous learning. The aim of this study was to review the published evidence regarding remote pathology teaching at the medical school level during this period, present our own experience, and provide some perspectives regarding the best mode of pathology teaching post-pandemic. Among its advantages, virtual pathology education was considered among students and educators as convenient, flexible, and engaging, while learning outcomes were met and students’ academic performance was in general satisfactory. However, several challenges were faced. For instance, suboptimal internet connection compromised the flow of classes and was even associated with a lower academic performance. The lack of hands-on laboratory activities, such as operating the light microscope and tissue grossing, and the reduced student interactions among themselves and their instructors, were also pointed out as significant drawbacks of remote pathology education. Whereas online education has multiple advantages, experiencing the physical university environment, in-person interactions and teamwork, exposure to the “hidden curriculum”, and hands-on activities are vital for medical school education and future student development. In conclusion, the implementation of a blended approach in pathology education—where online and face-to-face sessions are jointly used to promote students’ engagement, interaction with their instructors and peers, and learning—could be the most optimal approach to pathology teaching in medical schools post-pandemic.
Collapse
Affiliation(s)
- Angela Ishak
- School of Medicine, European University Cyprus, Nicosia 2404, Cyprus; (A.I.); (M.M.A.)
| | - Mousa M. AlRawashdeh
- School of Medicine, European University Cyprus, Nicosia 2404, Cyprus; (A.I.); (M.M.A.)
| | | | - Ilias P. Nikas
- School of Medicine, European University Cyprus, Nicosia 2404, Cyprus; (A.I.); (M.M.A.)
- Correspondence:
| |
Collapse
|
7
|
Cai L, Li YL, Hu XY, Li R. Implementation of flipped classroom combined with case-based learning: A promising and effective teaching modality in undergraduate pathology education. Medicine (Baltimore) 2022; 101:e28782. [PMID: 35119043 PMCID: PMC8812661 DOI: 10.1097/md.0000000000028782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 01/20/2022] [Indexed: 01/04/2023] Open
Abstract
The popularity of flipped classroom (FC) is growing in medical education. However, the application of FC in pathology teaching has not been well explored. This study assessed the efficacy of FC combined with case-based learning (CBL) in undergraduate pathology education via comparison with a traditional lecture-based classroom (LBC).A total of 117 third-year students were enrolled and assigned to the FC group (n = 59) or LBC group (n = 58) with demographic matches. Two sections in the pathology textbook (cardiovascular and respiratory system diseases) were chosen for the teaching content. Students in the FC group were required to study the preprovided course materials pre-class, followed by clinical case-based interactive group discussion in-class. Students in the LBC group were encouraged to preview and attended a didactic lecture in class. Post-class quizzes and Likert questionnaires were performed to investigate the efficacy and possible advantages of CBL-based FC over LBC.The scores of the 2 groups in the mid-term examination of pathology before interventions were comparable. However, students in the FC group gained significantly higher scores in the post-quizzes than those in the LBC group, especially the scores regarding the questions of clinical case analysis. In the questionnaires, more students considered CBL-based FC to be beneficial to learning motivation, knowledge comprehension, critical thinking, patient management and teamwork than LBC. In addition, more students agreed that the FC model increased pre-class burden than LBC, rather than in-class pressure.CBL-based FC modality has promising effects on undergraduate pathology education and may be a better choice than traditional LBC. Further optimizations are needed to implement this novel approach in pathology and other medicine curricula.
Collapse
Affiliation(s)
- Li Cai
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Yan-li Li
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Xiang-yang Hu
- Department of Pathology, School of Basic Medicine, Anhui Medical University, Hefei, Anhui Province, P.R. China
| | - Rong Li
- Inflammation and Immune Mediated Diseases Laboratory of Anhui Province, School of Pharmacy, Anhui Medical University, Hefei, Anhui Province, P.R. China
| |
Collapse
|
8
|
Waugh S, Devin J, Lam AKY, Gopalan V. FE-learning and the virtual transformation of histopathology teaching during COVID-19: its impact on student learning experience and outcome. BMC MEDICAL EDUCATION 2022; 22:22. [PMID: 34996435 PMCID: PMC8740866 DOI: 10.1186/s12909-021-03066-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 11/30/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Medical and pathology education has gone through an immense transformation from traditional face-to-face teaching mode to virtual mode during the COVID-19 pandemic. This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic in Griffith University, Australia. METHODS Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. RESULTS A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, individual performance was not significantly different (p = 0.30) and compared to the prior cohort completing the same curriculum the mean overall mark was significantly improved from 65.36% ± 13.12% to 75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. CONCLUSIONS The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement without any adverse effects on student learning outcomes in histology and pathology education.
Collapse
Affiliation(s)
- Samantha Waugh
- School of Medicine & Dentistry, Griffith University, Gold Coast, QLD, 4222, Australia
| | - James Devin
- School of Medicine & Dentistry, Griffith University, Gold Coast, QLD, 4222, Australia
| | - Alfred King-Yin Lam
- School of Medicine & Dentistry, Griffith University, Gold Coast, QLD, 4222, Australia
| | - Vinod Gopalan
- School of Medicine & Dentistry, Griffith University, Gold Coast, QLD, 4222, Australia.
| |
Collapse
|
9
|
Lee AY. Fostering pathology as a medical discipline among medical students and graduates. Br J Hosp Med (Lond) 2021; 82:1-3. [PMID: 34726936 DOI: 10.12968/hmed.2021.0504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Dwindling interest in pathology as a career is a notable concern among medical students and graduates. Proposed reasons include the lack of exposure during their medical education and the unfavourable view of the discipline. This article discusses the barriers for adoption of pathology as a career and strategies to overcome this.
Collapse
Affiliation(s)
- Adrian Ys Lee
- Department of Immunology, Westmead Hospital, Westmead, Australia.,Institute of Clinical Pathology and Medical Research, NSW Health Pathology, Westmead, Australia.,Westmead Clinical School, University of Sydney, Westmead, Australia
| |
Collapse
|
10
|
Hernandez PV, Razzano D, Riddle ND, Fallon JT, Islam HK, Mirza KM, Pattarkine R, Platero T, Hermelin D, Adem PV, Booth AL, Nachinga EM, Reddy KS, Mares A, Lento PA. Measuring the Efficacy of Pathology Career Recruitment Strategies in US Medical Students. Arch Pathol Lab Med 2021; 146:494-500. [PMID: 34324631 DOI: 10.5858/arpa.2020-0834-oa] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/14/2021] [Indexed: 11/06/2022]
Abstract
CONTEXT.— Multiple articles and surveys in the literature suggest that medical students find a career in pathology undesirable and believe it is disproportionately focused primarily on the autopsy. OBJECTIVE.— To measure the effect of applied interventions on medical student attitudes about the field of pathology. DESIGN.— This prospective study involving medical students from first through fourth year was conducted as a pilot study in 2 medical schools in the United States. A 2-part anonymous survey regarding interest in pathology as a career and familiarity with the specialty using a 10-point scale was given to first- and second-year medical students before and after they listened to a 10-minute pathology career presentation. The same survey was given to third- and fourth-year medical students before and after a 4-week pathology elective. RESULTS.— A total of 121 and 83 students responded to the survey before and after the intervention, respectively. Of the 121 students who responded to the survey before the intervention, 106 (87.6%) had not spent significant time in a pathology laboratory before the intervention. The majority of responses in interest in career, job responsibilities, and features of pathologists before and after the intervention demonstrated a statistically significant difference (P < .001). We compared survey scores of presentation versus 4-week rotation groups before and after the intervention. Students who experienced the presentation did not differ from students who experienced the rotation in the majority of questions related to interest in career, job responsibilities, and features of pathologists. CONCLUSIONS.— Our study suggests that pathology exposure strategies can have a beneficial effect on student perceptions of the field and consideration of a career in pathology. Overall, the presentation intervention on the first- and second-year students seemed to have the greatest effect.
Collapse
Affiliation(s)
- Patricia V Hernandez
- From the Hadlock Laboratory, Institute for Systems Biology, Seattle, Washington (Hernandez).,Hernandez and Razzano contributed equally to this article
| | - Dana Razzano
- Hernandez and Razzano contributed equally to this article.,The Department of Pathology and Laboratory Medicine, Yale University School of Medicine, New Haven, Connecticut (Razzano)
| | - Nicole D Riddle
- The Department of Pathology, University of South Florida, Tampa (Riddle)
| | - John T Fallon
- The Department of Pathology and Laboratory Medicine, Brody School of Medicine at East Carolina University, Greenville, North Carolina (Fallon)
| | - Humayun K Islam
- The Department of Pathology, Microbiology, and Immunology, New York Medical College at Westchester Medical Center, Valhalla, New York (Islam, Pattarkine, Mares, Lento)
| | - Kamran M Mirza
- The Department of Pathology and Laboratory Medicine, Loyola University Chicago Stritch School of Medicine, Maywood, Illinois (Mirza)
| | - Rugved Pattarkine
- The Department of Pathology, Microbiology, and Immunology, New York Medical College at Westchester Medical Center, Valhalla, New York (Islam, Pattarkine, Mares, Lento)
| | - Tania Platero
- The University of El Salvador School of Medicine, San Salvador, El Salvador (Platero)
| | - Daniela Hermelin
- The Department of Pathology, SSM Health Saint Louis University Hospital, St Louis, Missouri (Hermelin)
| | - Patricia V Adem
- The Department of Laboratory Medicine, Memorial Sloan Kettering Cancer Center, New York, New York (Adem)
| | - Adam L Booth
- the Department of Pathology, Beth Israel Deaconess Medical Center, Boston, Massachusetts (Booth)
| | - Eunice Mbela Nachinga
- the Department of Family Medicine, Kaiser Permanente, Seattle, Washington (Nachinga)
| | - Kalpana S Reddy
- the Department of Pathology and Laboratory Medicine, Hofstra North Shore-LIJ School of Medicine at Hofstra University, Hempstead, New York (Reddy)
| | - Angelica Mares
- The Department of Pathology, Microbiology, and Immunology, New York Medical College at Westchester Medical Center, Valhalla, New York (Islam, Pattarkine, Mares, Lento)
| | - Patrick A Lento
- The Department of Pathology, Microbiology, and Immunology, New York Medical College at Westchester Medical Center, Valhalla, New York (Islam, Pattarkine, Mares, Lento)
| |
Collapse
|
11
|
Sinha S. Enhancing pathology learning for medical students - via blended learning by clinicians. MEDEDPUBLISH 2021; 10:82. [PMID: 38486531 PMCID: PMC10939644 DOI: 10.15694/mep.2021.000082.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Objectives: Assessing the feasibility and benefits of supplementary pathology teaching by a clinician to improve students' understanding of the pathological process and its relationship with clinical symptoms and signs during their clinical rotations. Design, Setting, and Participants: The Bachelor of Medicine and Bachelor of Surgery (MBBS) Course in the University of Tasmania is a 5-year undergraduate program and all disciplines of pathology are taught in years 1, 2 (pre-clinical) and 3 (clinical transition), by pathologists. Over a twelve-year period, with the application of technology, pedagogy, and content knowledge framework, a blended pathology learning program developed and delivered by a surgeon to supplement the existing pathology curriculum. Participants were medical students in year three of the MBBS course during their nine-week surgical rotations. Intervention: Images of pathology specimens were presented online for the students to identify the organ, pathology and associate this with clinical features to arrive at a clinical diagnosis using online team discussions followed by face-to-face sessions to further explore students' responses. Main outcome measures: The survey used both quantitative and qualitative measures to assess students' knowledge gain in pathology, their perceptions about critical thinking and clinical reasoning skills, and satisfaction. Results:The results indicate that most students', especially the weaker students, improved on their pathology knowledge over the period of the course, which helped in their development of skills in diagnosing and managing diseases with a high level of satisfaction of all students. Conclusion: This study provides supportive evidence that overall students' pathology knowledge improved through delivery using blended learning and importantly weaker students benefitted considerably. Also, the results suggest that when students view pathology specimens online, engage in scholarly debate about them, and participate in face-to-face sessions to consolidate their learning, they gain strong inductive medical reasoning skills.
Collapse
Affiliation(s)
- Sankar Sinha
- University of Tasmanian and University of Notre Dame Australia
| |
Collapse
|
12
|
Shaikh A, Patel N, Nair D, Campbell KN. Current Paradigms and Emerging Opportunities in Nephrology Training. Adv Chronic Kidney Dis 2020; 27:291-296.e1. [PMID: 33131641 DOI: 10.1053/j.ackd.2020.05.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Revised: 05/08/2020] [Accepted: 05/11/2020] [Indexed: 01/16/2023]
Abstract
Nephrology is facing a period of remarkable and unprecedented change. The pipeline of device and therapeutic drug development, the growing success of clinical trials, and the emergence of novel clinical practice and training pathways each hold the promise of transforming patient care. Nephrology is also at the forefront of health policy in the United States, given the recent Advancing American Kidney Health initiative. Despite these developments, significant barriers exist to ensure a robust pipeline of well-qualified nephrologists, including but not limited to trainees' declining trainee interest in the specialty, lower board pass rates, and a perceived erosion in stature of the subspecialty. There is a lack of consensus among training program directors regarding procedural training requirements, the number of fellowship positions needed, and the value of the match. There is widespread agreement, however, that any initiative to reassert the value of nephrology must include significant focus on reinvigorating the trainee experience before and during fellowship. We discuss the current state of education in nephrology (from medical school to beyond fellowship) and highlight ways to increase interest in nephrology to reinvigorate the specialty.
Collapse
|
13
|
|
14
|
Pathology in Irish medical education. J Clin Pathol 2019; 73:47-50. [DOI: 10.1136/jclinpath-2019-206033] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2019] [Revised: 07/19/2019] [Accepted: 08/12/2019] [Indexed: 11/03/2022]
Abstract
Pathology is the study of disease and is an important component in medical education. However, with medical curriculum reform, its role and contribution to medical courses is under potential threat. We surveyed the status of pathology in all six Irish medical schools. Information was received from five direct undergraduate and four graduate entry programmes. Pathology was recognisable as a core subject in all but one of the medical schools, was generally taught in years two or three, and the greatest contact hours were for histopathology (44–102 hours). Lectures were the most common teaching modality, and all used single best or extended matching answer multiple-choice questions as part of assessments. Currently, pathology is very visible in Irish medical education but needs to remain relevant with the move to theme and case-based teaching. There is heavy reliance on lectures and on non-academic/full-time hospital staff to deliver teaching, which may not be sustainable.
Collapse
|
15
|
Steffen J, Lenski M, Herrmann FE, Mückter H, Dimitriadis K, Fischer MR. Improving the Pharmacology Curriculum at a German Medical School: A Structured Plan Based on a Student-Guided Large-Scale Study. J Clin Pharmacol 2019; 59:1151-1157. [PMID: 30875103 DOI: 10.1002/jcph.1410] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2019] [Accepted: 02/28/2019] [Indexed: 11/08/2022]
Abstract
With rapid progress in medicine, a thorough understanding of pharmacology remains crucial. Currently, lecturers are implementing competency-based learning objectives in medical curricula around the world. Advancing teaching modalities need to be integrated into pharmacology courses in a reasonable way. At Ludwig-Maximilians-Universität (LMU) Munich Medical Faculty, a systematic evidence-based approach was used to modernize pharmacology classes. The needs assessment was conducted by final-year students. It included focus groups and a large-scale online survey, which was distributed among all medical students at LMU, with 1018 students participating (response rate 20%). Survey results showed that most of the students (92%) aimed to become pharmacology-adept doctors. Also, a majority (88%) stated that their goal was to understand the material most critical to application of pharmacology concepts as well as prescribing practice. Only 38% of the students reported satisfaction with the current curriculum, and 93% supported modernization. Thus far, pharmacology teaching at LMU Munich had mainly consisted of lectures attended by 200 students. Now, students advocated for a stronger integration of clinical pharmacology teaching into clinical subjects in the last 2 years of medical school. Specifically, they called for classes with smaller groups of students including problem-based learning as well as video podcasts. These results provided the foundation for change in curriculum at the LMU medical school. In conclusion, a structured approach for curriculum development that considers students' views is feasible and can reveal their actual goals and demands. The approach has proven successful at LMU Munich and is transferrable to other universities.
Collapse
Affiliation(s)
- Julius Steffen
- Medizinische Klinik und Poliklinik I, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| | - Markus Lenski
- Neurochirurgische Klinik und Poliklinik, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| | - Florian E Herrmann
- Herzchirurgische Klinik und Poliklinik, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| | - Harald Mückter
- Walther-Straub-Institut für Pharmakologie und Toxikologie, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| | - Konstantinos Dimitriadis
- Neurologische Klinik und Poliklinik, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| | - Martin R Fischer
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, Ludwig-Maximilians-Universität (LMU), Munich, Germany
| |
Collapse
|
16
|
Dafsari HS, Herzig S, Matthes J. A multi-centre student survey on weighing disciplines in medical curricula - a pilot study. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc24. [PMID: 28584872 PMCID: PMC5450425 DOI: 10.3205/zma001101] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 10/10/2016] [Revised: 02/22/2017] [Accepted: 03/14/2017] [Indexed: 06/07/2023]
Abstract
Aim: Initiated by students, this pilot study examines how obtaining medical students' perspectives via a structured online survey may prove useful for curriculum deliberation. Methods: In 2012, 747 students of 32 medical faculties in Germany assessed disciplines specified in the Medical Licensure Act (AÄpprO) thereby concerning the allocation of teaching time, perceived usefulness regarding preparation for state examination and medical practice, their interest and motivation for studying as well as consideration for future work. Results: Internal medicine, surgery, paediatrics, gynaecology/obstetrics and general medicine rank amongst the upper third regarding allocation of teaching time and perceived usefulness for future medical practice. Concerning both preparation for state examination and medical practice internal medicine ranks second, while surgery only 22nd and 28th of 32, respectively. Some clinical-theoretical disciplines (e.g. pharmacology) are in the top ten regarding perceived preparation for state examination, too. Students who consider choosing internal medicine for future work rate associated disciplines significantly higher regarding usefulness for clinical practice (e.g. pharmacology) or motivation for studying (e.g. microbiology) than other students do. Conclusion: A simple survey reveals interesting data on students' perceptions and ideas of medical studies. Though the data are plausible, interpretations should be done with caution. Nonetheless, data like these should give rise to further questions and discussions, e.g. as part of curriculum deliberation.
Collapse
Affiliation(s)
- Hormos Salimi Dafsari
- Ludwig-Maximilians-University, Dr. von Hauner's Childrens' Hospital, München, Germany
| | - Stefan Herzig
- University of Cologne, Vice-Rector of Studies, Cologne, Germany
| | - Jan Matthes
- University of Cologne, Centre of Pharmacology, Cologne, Germany
| |
Collapse
|