Teaching Cytopathology to Second-Year Medical Students

Steinberg, David M.; Chan, Theresa Y.; Freedman, Joan A.; Grimm, Lindsey; Ling, L.; Lehmann, Harold P.; Burroughs, Frances H.; Rosenthal, Dorothy L.; Ali, Syed Z.

doi:10.1159/000326865

Cited by 11 publications

(11 citation statements)

References 15 publications

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“…Emphasis on the technique, indications, advantages and cost effectiveness can be demonstrated easily using modern educational techniques. 4,5 As shown by others, utilization of computers and Web-based learning methods would give additional, illustrative power with time flexibility as a major advantage. 4,5,8,11,12 This argues against some of the responses emphasizing the time restraints on an already-condensed pathology course.…”

Section: Discussionmentioning

confidence: 99%

“…4,5 As shown by others, utilization of computers and Web-based learning methods would give additional, illustrative power with time flexibility as a major advantage. 4,5,8,11,12 This argues against some of the responses emphasizing the time restraints on an already-condensed pathology course. Although the field of cytopathology is a specialized area of pathology and some consider it too specialized to be taught to medical students, including a brief exposure to basic principles of cytopathology and its applications is very educational and a necessary prerequisite of understanding the diagnostic approaches taught in systemic pathology sessions.…”

Section: Discussionmentioning

confidence: 99%

“…5 The Johns Hopkins University School of Medicine has a successful pathology program with the use of menu-driven, digital programs to illustrate multiple cytopathology case studies. 4 Questions and answers providing the theoretical background of the basics of diseases with the added ability to apply this knowledge in real-life clinical scenarios follow each module.…”

Section: Discussionmentioning

confidence: 99%

“…Some programs use problem-based learning methods; others include computer-assisted and interactive learning and also Web-based clinical scenarios simulating real-life examples. [4][5][6][7][8] This study was undertaken in an attempt to establish a consensus among medical schools in this regard in North America, using a simple questionnaire-type survey.…”

mentioning

confidence: 99%

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Dedicating Speci.c Sessions of Cytopathology Courses to Medical Students

Al‐Abbadi

Saleh²

2004

Acta Cytologica

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Dedicating Speci.c Sessions of Cytopathology Courses to Medical Students

Al‐Abbadi

Saleh²

2004

Acta Cytologica

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“…The preparation of disease – related lectures is time dependent as classification and knowledge change fast [8,14,16,17]. Such a system requires nearly daily maintenance and direct contact with the latest research results [11,18,19]. Not all “latest research results” can be confirmed by additional studies.…”

Section: Medical Requirements Of E-education In Tissue – Based Diagnosismentioning

confidence: 99%

E-education in pathology including certification of e-institutions

et al. 2011

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E–education or electronically transferred continuous education in pathology is one major application of virtual microscopy. The basic conditions and properties of acoustic and visual information transfer, of teaching and learning processes, as well as of knowledge and competence, influence its implementation to a high degree. Educational programs and structures can be judged by access to the basic conditions, by description of the teaching resources, methods, and its program, as well as by identification of competences, and development of an appropriate evaluation system. Classic teaching and learning methods present a constant, usually non-reversible information flow. They are subject to personal circumstances of both teacher and student. The methods of information presentation need to be distinguished between static and dynamic, between acoustic and visual ones. Electronic tools in education include local manually assisted tools (language assistants, computer-assisted design, etc.), local passive tools (slides, movies, sounds, music), open access tools (internet), and specific tools such as Webinars. From the medical point of view information content can be divided into constant (gross and microscopic anatomy) and variable (disease related) items. Most open access available medical courses teach constant information such as anatomy or physiology. Mandatory teaching resources are image archives with user–controlled navigation and labelling, student–oriented user manuals, discussion forums, and expert consultation. A classic undergraduate electronic educational system is WebMic which presents with histology lectures. An example designed for postgraduate teaching is the digital lung pathology system. It includes a description of diagnostic and therapeutic features of 60 rare and common lung diseases, partly in multimedia presentation. Combining multimedia features with the organization structures of a virtual pathology institution will result in a virtual pathology education institution (VPEI), which can develop to a partly automated distant learning faculty in medicine.

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