CORE COMPETENCIES: WHAT DO MEDICAL STUDENTS REALLY NEED TO KNOW ABOUT PATHOLOGY WHAT, WHEN, BY WHOM, - PowerPoint PPT Presentation

1 / 27
About This Presentation
Title:

CORE COMPETENCIES: WHAT DO MEDICAL STUDENTS REALLY NEED TO KNOW ABOUT PATHOLOGY WHAT, WHEN, BY WHOM,

Description:

CORE COMPETENCIES: WHAT DO MEDICAL STUDENTS REALLY NEED TO KNOW ABOUT PATHOLOGY? ... of genetics, biochemistry, cell biology, immunology, microbiology, and medicine ... – PowerPoint PPT presentation

Number of Views:75
Avg rating:3.0/5.0
Slides: 28
Provided by: apcp9
Category:

less

Transcript and Presenter's Notes

Title: CORE COMPETENCIES: WHAT DO MEDICAL STUDENTS REALLY NEED TO KNOW ABOUT PATHOLOGY WHAT, WHEN, BY WHOM,


1
CORE COMPETENCIESWHAT DO MEDICAL STUDENTS
REALLY NEED TO KNOW ABOUT PATHOLOGY?WHAT, WHEN,
BY WHOM, HOW MUCH?
Chuck Hitchcock, Ohio State University Regina
Gandour-Edwards, UC Davis Vinay Kumar, University
of Chicago
2
POINTS OF DISCUSSION
  • What
  • What does core competency mean in undergraduate
    medical education?
  • Why core competencies?
  • Subject material

3
What Does Core Competency Mean In Undergraduate
Medical Education?
  • Development of core competencies will alter the
    overall design of the curriculum.
  • Problems with implementation
  • Lack of interest
  • Too many myths
  • Ineffective assessment tools

4
WHY CORE COMPETENCIES
  • LCME
  • AAMC
  • ACGME

5
CORE COMPENTENCIES IN PATHOLOGY
  • Effective communication
  • Basic clinical skills data interpretation
  • Basic science knowledge
  • Life-long learning
  • Problem-solving
  • Professionalism and role recognition

6
CORE COMPENTENCIES IN PATHOLOGY
  • Well defined objectives
  • Well defined assessment criteria

7
SUBJECT MATERIAL
  • Basic mechanisms of disease
  • Communicate with depts. of genetics,
    biochemistry, cell biology, immunology,
    microbiology, and medicine
  • Vocabulary of disease
  • Prioritize subject material how?

8
AP - SUBJECT MATERIAL
  • Normal vs. Abnormal Morphology
  • Lectures
  • Lab / small group exercises
  • Microscopes vs. images (virtual slides)
  • Gross specimens
  • Autopsy experience

9
CP - SUBJECT MATERIAL
  • Normal vs. Abnormal Lab results
  • Lectures
  • Lab / small groups
  • Morphologic features blood smear, CSF,
    cultures, etc.
  • Interpretation of clinical tests

10
EFFECTIVE COMMUNICATION
  • Patients
  • Patients family
  • Colleagues

11
BASIC CLINICAL SKILLS DATA INTERPRETATION
  • Identification of the most frequent clinical,
    laboratory and pathologic manifestations of
    common diseases. UNC

12
BASIC SCIENCE KNOWLEDGE
  • Clear objectives
  • National core pathology curriculum

13
OTHERS
  • Life-long learning
  • Problem-solving
  • Professionalism and role recognition
  • TBL as a possible mode

14
CURRICULAR CHANGESASSESSMENT
  • Assessment methods must match the learning
    modality.
  • Students are entitled to learning experiences
    that will adequately represent the assessment
    methods.

15
CURRICULAR CHANGESWHERE TO ASSESS
  • Audience response systems
  • Exams
  • MCQ
  • Practical exams
  • Small group exercises
  • Team Based Learning (TBL) exercises
  • Problem Based Learning (PBL) exercises
  • Case based
  • Information presentation
  • Autopsy exercise
  • USMLE

16
CORE COMPENTENCIES IN PATHOLOGY
DO
KNOW HOW TO DO
KNOW HOW
KNOW(LEDGE)
17
POINTS OF DISCUSSION
  • When
  • Preclinical years 1 and 2
  • Years 3 and 4
  • Clinical elective
  • Required clerkship

18
POINTS OF DISCUSSION
  • By Whom
  • Pathology faculty
  • MD
  • PhD
  • Non-pathology clinical faculty
  • Residents
  • Fellows

19
WHO ELSE HAS CORE COMPETENCIES
  • Assoc. Professors of Gynecology and Obstetrics
  • Association of Professors of Human of Medical
    Genetics 1998

20
WHO ELSE HAS CORE COMPETENCIES
  • UNC entire curriculum
  • Detailed pathology participation in each of the
    competencies
  • UF Path Dept. knowledge, problem-solving and
    professional behavior
  • Etiology, pathogenesis, structural
    manifestations, and natural course of various
    diseases.
  • Vocabulary
  • Role of the pathologist
  • Skill in ordering lab tests
  • Skill in developing ddx

21
POINTS OF DISCUSSION
  • Do core competencies equal objectives?

22
HOW MUCH?
23
From an address by Eugene F. Dubois to medical
students of Cornell University Medical College at
the beginning of the college year, 1923      
 "...as...facts have increased in number, the
teachers of medicine have increased the rate of
cramming the students.  This has developed the
method of 'spoon feeding.'  Our students resemble
domestic fowls fattening for the market,
expecting their food to be served to them on
trays.  We should prefer to have game birds who
know how to find their own food.  You can take
all the courses listed in the catalogue, work
hard, pass all your examinations, and yet make an
utter failure of your course in the medical
school.  The best that we can teach you now will
be hopelessly inadequate in another decade.  
24
From an address by Eugene F. Dubois to medical
students of Cornell University Medical College at
the beginning of the college year, 1923 cont.  
  You must teach yourself to study the medicine
of this decade in such a manner that you can
teach yourself the medicine of the next decade.
 You must learn to do your own searching for
knowledge.  You must develop your own powers of
observation and critical judgment.  You must
learn how to use the literature and must prepare
yourself to substitute your own wards, your own
laboratories, and your own libraries for those of
this medical school..."
25
Core Competency In Pathology
  • PATHOLOGY SPECIFIC
  • A data base of facts that form the foundation of
    medicine, selected from basic disease mechanisms
    and common and illustrative disorders
  • PATHOLOGY FACILITATED
  • Ability to integrate information from diverse
    sources to build on the data base and apply it to
    solve problems
  • Acquire the tools to manage the ever-growing
    databases

26
The Current State
  • Excessive attention to impart an ever increasing
    data base cramming of new information into
    progressively shorter schedules (we teach too
    many facts)
  • Insufficient attention to tools of data gathering
    , synthesis, and application (we do not teach
    how to acquire facts and to apply them)

27
The Solution
  • Reduce the content and define it by clearly
    spelled out and accomplishable objectives
  • Introduce data gathering and analytic skills
    (Text books,Pub Med searches, Journal clubs, yes
    I do mean journal clubs)
  • Devise objective driven exercises that require
    the application of the above to solve problems
Write a Comment
User Comments (0)
About PowerShow.com