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Pathology Competencies for Medical Education and Educational Cases.

Authors :
Knollmann-Ritschel BEC
Regula DP
Borowitz MJ
Conran R
Prystowsky MB
Source :
Academic pathology [Acad Pathol] 2017 Jul 24; Vol. 4, pp. 2374289517715040. Date of Electronic Publication: 2017 Jul 24 (Print Publication: 2017).
Publication Year :
2017

Abstract

Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME) were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1) Disease Mechanisms and Processes, 2) Organ System Pathology, and 3) Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology .

Details

Language :
English
ISSN :
2374-2895
Volume :
4
Database :
MEDLINE
Journal :
Academic pathology
Publication Type :
Academic Journal
Accession number :
28815204
Full Text :
https://doi.org/10.1177/2374289517715040