Pathology Competencies in Medical Education and Educational Cases: Update 2023

Knollmann-Ritschel, Barbara; Huppmann, Alison R.; Borowitz, Michael J.; Conran, Richard M.

doi:10.1016/j.acpath.2023.100086

Cited by 12 publications

(2 citation statements)

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“…There seems to be a significant knowledge gap within the medical community in understanding the pathophysiological differences related to women's health, especially CVD [87]. In addition, there are limitations in the formal curriculums in schools for health personnel, such as nursing education and medical schools [37,87,88]. This has resulted in persistent sex-specific gaps in the application of guideline-recommended prevention strategies, together with diagnostic and therapeutic adherence to CVD management in women [87].…”

Section: Pathology Knowledge Is Crucial For Nursing Studentsmentioning

confidence: 99%

“…In Norway, a recent mapping of medicine, nursing, psychology, social care, and physiotherapy education showed that sex and gender were only mentioned in medical courses and mainly in connection with reproduction, sexual health, and venereal diseases [37], which was also seen in the Pathology Competencies for Medical Education in the US [88].…”

Section: Pathology Knowledge Is Crucial For Nursing Studentsmentioning

confidence: 99%

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Nursing Students’ Motivation, Awareness, and Knowledge of Women’s Health: A Norwegian Quasi-Experimental Study

Tørris

2024

Education Sciences

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Background: The knowledge of sex and gender differences in disease are crucial for nursing students. Methods: This quasi-experimental study assesses nursing students’ motivation, awareness, and knowledge related to women’s health before and after a pathology course for first-year nursing students, using a pre–posttest design (pretest: n = 312, posttest: n = 156). Results: More than 90% of students were motivated to learn about sex and gender differences in pathology. Awareness increased significantly for the following topics: cardiovascular disease (CVD), osteoporosis, and breast cancer (BC). The knowledge level was low for CVD and high for BC, where the knowledge level increased significantly for BC. Having another first language predicted CVD (B −2.123, 95% CI −3.21 to −1.03) and osteoporosis (B −0.684, 95% CI −0.98 to −0.39) knowledge negatively, while age group (≥21 years) predicted menstruation (B 0.179, 95% CI 0.03 to 0.33) and BC (B 0.591, 95% CI 0.19 to 1.00) knowledge positively, in the total sample (pre- and postdata, n = 468). Conclusion: There is a lack of pathology knowledge among nursing students, especially related to CVD and symptoms of heart attacks in women. To ensure equality in health for women, these perspectives should be systematically integrated into the nursing students’ curriculum in the future.

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