Joseph M Rohr1, Heidi N Kaschke2, Jaynie E Bird2, Ashlie M Nelson2, Geoffrey A Talmon3.
Abstract
OBJECTIVES: Although pathology is a central discipline in medicine, many do not understand the role of pathologists and laboratory professionals. While there are efforts to educate the public, few focus on precollege students.
METHODS: To define a curriculum exposing high school students to major concepts in health and disease, while introducing them to professions that employ this knowledge. A semester-long class was designed to meet for 2-hour sessions semiweekly. Each session included a lecture given by a pathologist followed by group activities including hands-on gross or virtual laboratory experiences and clinical simulations. Content included epidemiology, biostatistics, and the critical evaluation of health-related articles in the popular press. Students were evaluated by examination, group assignments, and a capstone research project presentation.
RESULTS: Over 4 years (2011-2014), 114 of 122 students completed the course with a "B" or better. By course conclusion, students could articulate the link between tissue changes and clinical phenotypes. Surveys showed that 90% of students found the course appropriately challenging, 98% found the class appropriate for their learning style, and the teaching methods and course content received 99% approval.
CONCLUSIONS: We present a pathology course geared toward high school students that taught the foundations of human disease that allowed students to fully understand and engage in the material. Students felt that the knowledge earned was valuable and helped them to understand human health as well as inform their future career choices. This course could serve as a model for public outreach programs and for secondary and postsecondary educators. © American Society for Clinical Pathology, 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
OBJECTIVES: Although pathology is a central discipline in medicine, many do not understand the role of pathologists and laboratory professionals. While there are efforts to educate the public, few focus on precollege students.
METHODS: To define a curriculum exposing high school students to major concepts in health and disease, while introducing them to professions that employ this knowledge. A semester-long class was designed to meet for 2-hour sessions semiweekly. Each session included a lecture given by a pathologist followed by group activities including hands-on gross or virtual laboratory experiences and clinical simulations. Content included epidemiology, biostatistics, and the critical evaluation of health-related articles in the popular press. Students were evaluated by examination, group assignments, and a capstone research project presentation.
RESULTS: Over 4 years (2011-2014), 114 of 122 students completed the course with a "B" or better. By course conclusion, students could articulate the link between tissue changes and clinical phenotypes. Surveys showed that 90% of students found the course appropriately challenging, 98% found the class appropriate for their learning style, and the teaching methods and course content received 99% approval.
CONCLUSIONS: We present a pathology course geared toward high school students that taught the foundations of human disease that allowed students to fully understand and engage in the material. Students felt that the knowledge earned was valuable and helped them to understand human health as well as inform their future career choices. This course could serve as a model for public outreach programs and for secondary and postsecondary educators. © American Society for Clinical Pathology, 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Entities:
Keywords:
Education; Informatics; Management/Administration
Mesh：
Year: 2016
PMID： 27124933 DOI： 10.1093/ajcp/aqw011
Source DB: PubMed Journal: Am J Clin Pathol ISSN： 0002-9173 Impact factor: 2.493