[524] The Integration of Pathology in Medical Education; a Global Perspective

M Kamran Mirza, Scott D Stern, Ivy Morgan, Hongmei Dong, Brain Cooper, Renslow Sherer, Aliya N Husain. University of Chicago Medicine, Chicago, IL

Background: In recent years, medical educators have placed greater emphasis on an integrated approach to medical teaching where pathologists and clinicians work together. The Clinical Pathophysiology and Therapeutics (CPPT) curriculum at the University of Chicago is a four-month long course that integrates pathology, pathophysiology, clinical therapeutics, and introduction to clinical medicine. As part of the global health initiative, this concept is being introduced to medical teaching institutions in China, Nigeria, Chile and Pakistan. From 2008-2012, the University of Chicago (UC) provided technical assistance to Wuhan University (WU) Health Sciences Center in Wuhan, China to reform their medical school curriculum to meet international standards. Herein we report on the progress and results of outcome evaluations with the integration of pathology and clinical medicine in the Wuhan University reform curriculum in the CPPT course.
Design: We designed, administered, and analyzed surveys regarding CPPT for students and faculty at WU. The surveys consisted of closed-ended Likert scale questions, free response questions, and knowledge-based questions. Paper surveys were administered to 50 reform students during May 2012 at WU. This Survey data were transcribed into a single database and analyzed using SPSS. Descriptive statistics and univariate analysis were generated for each variable. Free response questions were translated, transcribed, and coded using constant comparative method.
Results: 40/50 students in the reform curriculum completed the survey. In general, students had a high level of satisfaction with the CPPT course. 92% felt that the course was a success overall and that it was well taught, and 80% felt that the course was well organized, despite the large number of faculty collaborators. A commonly cited course strength was that 'the application of the clinical cases in basic sciences freed students from traditional learning through rote memorization and trained students to think like doctors early on' (15 of 40 students).
Conclusions: CPPT at the University of Chicago was successfully modified, adapted, and implemented at WU in Wuhan, China. The key elements in the adaptation were strong leadership throughout the process from the Dean and course leaders at WU. We found a high level of need for better integration of basic science and clinical medicine among faculty and students in Wuhan, and a high level of satisfaction with the preliminary implementation of the CPPT course in 2011-2012.
Category: Education

Monday, March 4, 2013 9:30 AM

Poster Session I Stowell-Orbison/Surgical Pathology/Autopsy Awards Poster Session # 76, Monday Morning


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