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Dedicating Speci.c Sessions of Cytopathology Courses to Medical Students

OBJECTIVE
To establish a consensus among medical schools in North America on whether to dedicate specific sessions to teaching cytopathology to medical students.


STUDY DESIGN
A list of all the medical schools in the United States, Canada and Puerto Rico was retrieved from the American Association of Medical Colleges Web site in conjunction with the information provided by the 33rd edition of the Directory of Pathology Training Programs, published by the Intersociety Committee on Pathology Information. A total of 147 schools were found. A questionnaire was designed to include 7 questions addressing this issue and was sent to each medical student pathology course director.


RESULTS
Of the 147 questionnaires, 65 (44%) responses were received. Fifty-four (83%) indicated the total number of pathology lectures given to medical students in each course. The number of lectures ranged between 19 and 201, with a mean of 85. Seven (11%) stated that their systems used problem based learning and that therefore a specific number of pathology lectures could not be given accurately. Sixteen (25%) have cytology sessions incorporated in their pathology courses. Thirteen (20%) prefer to include cytopathology sessions in the course and are committed to doing so. Therefore, 29 (45%) institutions either have or prefer to have specific sessions dedicated to cytopathology education.


CONCLUSION
Incorporating specific sessions dedicated to cytopathology education in the medical student curriculum is highly recommended. Using new educational techniques, including computer-based methods with real case studies, would add more educational value.