2007 Winter Meeting - London - The Pathological Society of Great ...

S1Pathology in a PBL Curriculum{P} RFT McMahonUniversity of Manchester, Manchester, United KingdomUndergraduate programmes in UK medical schools have changed considerablyover the last 2 decades, with many moving to an integrated system with reducedemphasis on individual disciplines, such as pathology. A popular method hasbeen the problem based learning (PBL) approach, pioneered by the Universityof Maastricht and used in several UK schools including Manchester. There is aspiral approach with each of the 4 semesters in phase 1 (years 1-2) providingthe biomedical science basis while the equivalent semesters in phase 2 (years 3-4) revisit the same themes in clinical practice. Phase 3 (year 5) is designated aspreparation for practice. Each of the semesters is based around 8-12 clinicalscenarios, within which aspects of general pathology (inflammation, vascularpathology and neoplasia in phase 1), and systemic pathology (cardiorespiratory,gastrointestinal or urological in phase 2). Pathologists participate by beingmembers of semester design teams, group facilitators, suppliers of resourcematerial, deliverers of theatre events, giving access to sign up sessions such asautopsies, providers of questions for assessment, and examiners. Studentswishing to develop a deeper understanding of pathology have an opportunity toundertake Student Selected Components (SSCs, giving blocks of exposure topathology practice), Research Project Options (11 weeks) or an intercalatedBSc/MRes. PBL is a time and labour intensive method of delivery and withdwindling numbers of academic pathologists is very difficult to sustain.Nonetheless, with the aid of NHS colleagues and trainees, it is possible tomaintain the profile of pathology within a curriculum and ensure that graduateswill have had sufficient exposure to pathology to make an informed careerchoice after Foundation Programmes.S2Assessment in Pathology{P} JWM ChowSt George's, University of London, London, United KingdomThere has been a radical change in medical education in the United Kingdomsince the first publication of ‘Tomorrow’s doctors’ by the General MedicalCouncil in 1993, and more recently revised in 2003. These define a corecurriculum of essential knowledge, skills and attitudes that medical students areexpected to acquire, and recommend schemes of assessment to ensure thatcurricular outcomes are attained. The advent of an integrated curriculum andintegrated methods of assessment has led to loss of identity of pathology as adistinct discipline in many British medical schools. Nevertheless, it is arecommendation that the scientific basis of medical practice is a key componentof the curriculum. As such, the teaching, learning and assessment of pathologyhas the same importance in medical education today, as before 1993. Theplace of pathology in medical assessment can be instituted with appropriateblue-printing. Special attainment in pathology can be recognised by prizes inpathology.S3Medical students don’t need to be learn pathology – against{P} AD BurtSchool of Clinical and Laboratory Sciences, Faculty of Medical Sciences,Newcastle University, Newcastle upon Tyne, United KingdomThe essence of pathology is encapsulated in the current strap line of the Society– understanding disease. As such it provides the fundamental evidence basewhich underpins all medical practice. It not only informs the 21 st centurymedical practitioner, guiding appropriate clinical investigation andinterventions but also informs the 21 st century patient. Patients are increasinglywell versed on their own disease from abundant information available on theweb; physicians and surgeons are having to adapt to this and now need to beable to facilitate clearer understanding of the processes that are occurring intheir patients. This requires a good grasp themselves of basic mechanisms ofdisease. There is anecdotal evidence that the knowledge and skills base in thisregard is lacking in many of today’s medical graduates in a similar way to thathighlighted recently with therapeutics. Many modern curricula in the UnitedKingdom have (very reasonably) concentrated on developing goodcommunication skills in our undergraduates and junior doctors with anemphasis on holistic medicine. All too often however the key role ofunderstanding the basic mechanisms of disease is excluded from this holisticvision.Training the doctors of the future without this foundation isuntenable. It would be akin to saying that one could train a car mechanicwithout reference to what can go wrong under the bonnet as long as they cantalk clearly and listen to their customers. We should certainly debate howpathology is taught; it must be contextualised and integrated but not lost withinpedagogic systems such as problem based learning. We should not on the otherhand have to debate whether pathology is taught. It is the scientific study ofdisease. As others have said, without it medicine is little more than witchcraftand sorcery!S4Training Routes in Academic Pathology{P} KE Robertson 1 , M Deheragoda 21 University of Dundee, Dundee, United Kingdom, 2 CRUK LondonResearch Institute and University College London, London, UnitedKingdomAn understanding of pathology is a prerequisite to understanding disease. Onlythrough continuing research can we improve our current knowledge. For thetrainee pathologist interested in research, teaching and diagnostic pathology, acareer in academic pathology is the perfect solution. With the ever advancingfield of molecular pathology and its integration into our everyday practice, theimportance of academic pathology to our specialty and ultimately our patientsand the public has been reaffirmed. As a consequence, the future of academicpathology in the UK has been significantly strengthened by the ongoing supportof our Royal College, the Pathological Society, individual Universities andResearch Council Fellowship schemes. As in life, there is always more than oneway to achieve our goals and thus there is more than one training route inAcademic Pathology.Dr Deheragoda and Dr Robertson co-chair the Trainee Sub-committee of thePathological Society. They are both academic trainees in histopathology but areundertaking different training routes. Dr Robertson is a Clinical Lecturer andhonorary SpR in Dundee, whilst Dr Deheragoda is a Cancer Research UKClinical Fellow at the CRUK London Research Institute and an honorary SpRat University College Hospital. In this talk they will talk briefly about their ownexperiences as academic trainees and discuss the possible benefits anddrawbacks of their particular chosen route in academic pathology training.58 Winter Meeting (191 st ) 3–5 January 2007 Scientific Programme