DOCSLIB.ORG

Prosection Or Dissection? 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prosection Or Dissection? 1 Prosection or Dissection? 1 Running head: Prosection or Dissection? Prosection or Dissection? A Comparative Study of Student Opinions on the Use of Cadavers in Community Colleges Darren C. Mattone HAPS-I In partial fulfillment of the requirements for Biol 505 Paul Krieger June 13, 2008 Prosection or Dissection? A Comparative Study of Student Opinions Prosection or Dissection? 2 on the Use of Cadavers in Community Colleges As the need for health care professionals increases, many community colleges and four-year colleges are instituting programs that will eventually fill the gaps in the health care field. To keep up with the current demand for workers in the burgeoning health care fields, many colleges are instituting new or modified programs to prepare students for future employment. Cadavers are often part of these programs. The majority of schools utilizing cadavers at the undergraduate level typically have allied health programs including mortuary science, chiropractic medicine (Conway, 1985) and/or nursing. Considering the fact that most allied health students only need an Associate’s degree to become qualified for employment, the concern is in the quality of the training they receive during their concentrated undergraduate education (Peterson, 1993). These students must reach an appropriate level of competency. One way to develop competency in anatomy is through the use of human cadavers. Why invest in a cadaver laboratory when many high quality models, books, and pieces of technology available for learning anatomy? While the aforementioned resources are beneficial for learning anatomy, cadavers (prosected or dissected) provide a 3-D perspective not found with books or electronic media (Aziz et al., 2002; Leung, Lu, & Tien-Shang, 2006; McLachlan, Bligh, Bradley, & Searle, 2004; Yeager, 1996). Cadavers also lead to an understanding of the spatial orientation of the body, lead to a better understanding of large organs (Parker, 2002), and may provide insight into the anatomical variation that exists between humans (Jones, Prosection or Dissection? 3 1997; Skidmore, 1995). Cadavers also act as a mechanism to reinforce and apply concepts learned from lectures (McLachlan et al., 2004). When implementing a cadaver-based lab curriculum into an existing program, colleges face many challenges including student involvement and mode of use (dissection v. prosection), time, space, class size, costs and issues of management. When deciding to add a cadaver component, it is also important for a college to recognize student views and attitudes toward this learning tool. Since there is little or no literature on these challenges or on undergraduate student perspectives, this paper addresses both of these issues Student involvement is one key topic that needs to be addressed when using cadavers. Will the students dissect the cadavers or will they observe cadavers that have been predissected (prosected)? This question is not unique to undergraduate schools; it is also being contemplated at the graduate level. Many medical schools have turned to the use of prosected specimens due a decrease in allotted time for anatomy courses (Winkelmann, 2007). A common concern of using prosected specimens is their value in learning. Research has shown that student learning from prosected specimens is just as effective, if not more effective, than traditional dissection (McLachlan et al, 2004; Parker, 2002). Sinclair (1965) illustrated that medical students learning anatomy through the use of prosected cadavers performed better on practical and subjective assessments than those learning through traditional dissection. Alexander (1970) showed that physical therapy students using prosected specimens showed no Prosection or Dissection? 4 significant difference in learning and recall from those learning through traditional dissection. Nnodim (1990), in a study similar to Sinclair’s, demonstrated that medical students learning the anatomy of the lower limb via prosection scored significantly better than those learning through traditional dissection. Further examination of these students revealed that learning with prosected cadavers helped them understand the material better than when they learned the upper limb through dissection. In addition, these students were able to complete their learning in about 74% of the time (Leung et al., 2006; Peterson, 1993). After five years retention rates of both groups showed no significant differences (Leung et al., 2006; Nnodim, Ohanaka, & Osuji, 1996). Use of prosected specimens may also reduce student anxiety, a recognized issue for students working with cadavers (Charlton & Smith, 2000; Conway, 1985; Penney, 1985; Skidmore, 1995; Winkelmann, 2007). When students dissect cadavers anxiety about the physical act of cutting may linger through the entire dissection experience (Penney, 1985). Another important issue to consider when implementing cadavers in a curriculum is class size. Consider the following scenario: A college intends for all its students to learn through dissection. It enrolls 240 students per year in its anatomy course. This would require the use of 30 cadavers, assuming a ratio of eight students to one cadaver. Space implications for housing 30 specimens and financial implications stemming from the annual turnover of the specimens become large limiting factors. On the other hand, this same college, for a much lower cost Prosection or Dissection? 5 and in an average sized space, could accommodate three to four prosected specimens. If organized properly, all 240 students could learn from those cadavers. Additionally, with the proper care, the prosected specimens can last several years before needing to be replaced. This paper describes a study conducted by the author on the views and attitudes of students relating to the use of cadavers in undergraduate anatomy and physiology courses and on student preferences for prosection or dissection. Data from this study may be used by schools when determining whether to implement cadavers and/or whether to require prosection or dissection procedures. This study will add to the existing body of research by presenting primary data from students that have worked with cadavers and from those that have not. It may also provide schools a starting point for developing their own survey instrument to answer questions not supplied by this study. This study addressed the following questions regarding the use of cadavers at the undergraduate level: (1) Are the views and attitudes between the schools similar? (2) Do students believe there is a benefit in using cadavers to learning anatomy? (3) Is there any indication by students towards a preference for prosection or dissection? Prosection or Dissection? 6 Methodology This mixed-method study was conducted at the end of the 2008 winter semester and involved students from two community colleges in the central region of western Michigan. Muskegon Community College, located in Muskegon, Michigan, has a total student population of 4,466 (U.S. Department of Education, 2008), and currently does not use cadavers in its anatomy and physiology courses. Grand Rapids Community College, located in Grand Rapids, Michigan, has a total student population of 15,224 (U.S. Department of Education, 2008), and currently has five prosected cadavers for use by their anatomy and physiology students (Krieger, 2008). Despite the difference in population size, both colleges have very similar demographics (Table 1). These similar demographics make these two schools valid subjects for comparison. Table 1: Demographic Information MCC GRCC Population 4,466 15,224 Full Time 40.9% 43.5% Part Time 59.1% 56.5% Female 56% 51.6% Male 44% 48.4% Full-Time Retention 62% 62% White non-Hispanic 84% 78% Black non-Hispanic 8% 10% Hispanic 3% 6% Asian/Pacific Islander 1% 2% American Indian 1% 1% Race/Ethnicity Unknown 3% 2% Non-resident alien 0% 1% Prosection or Dissection? 7 Muskegon Community College offers two one-semester anatomy and physiology courses. The first semester course (Biology 105) is a general overview of human anatomy. The second semester course (Biology 106) includes anatomy but emphasizes detailed physiology of the various organ systems and cellular metabolism. (Biology 105 is a prerequisite for Biology 106.) The entire human body is taught over two semesters, but this course sequence is not a conventional two- semester course (Muskegon Community College, 2008). Grand Rapids Community College offers a traditional two-semester course sequence, Biology 121 and Biology 122, each covering approximately one half of the body systems per semester (Grand Rapids Community College, 2008). Muskegon Community College offered three sections of each course in the Winter 2008 semester; approximately 140 and 160 students were enrolled, respectively (Muskegon Community College, 2008). The students sampled for this study were drawn from two of the daytime sections of Biology 106. Students in Biology 105 were not asked to participate in this survey. Grand Rapids Community College offered seven sections of Biology 121 and eight sections of Biology 122 during the Winter 2008 semester (Grand Rapids Community College, 2008). Total enrollment in these courses was 252 and 288 students, respectively. The students from Grand Rapids Community College that participated in this study were drawn from one section of Biology 121 and two sections of Biology 122 (Krieger, 2008). Prosection or Dissection? 8 Students were asked to rate various statements about their anatomy and physiology
Load more

Recommended publications
  • DUKE UNIVERSITY School of Medicine Pathologists' Assistant
    DUKE UNIVERSITY School of Medicine Pathologists’ Assistant Program Department of Pathology Academic Programs The Department of Pathology at Duke University offers a wide array of training programs to fit individual requirements and goals. The Residency Training program is an ACGME approved program and is available as an Anatomic Pathology/Clinical Pathology combined program, a shorter Anatomic Pathology only program, or an Anatomic Pathology/Neuropathology program. Subspecialty fellowships in Cytopathology, Dermatopathology, Hematopathology, Medical Microbiology, and Neuropathology are also ACGME approved. These programs provide the highest quality of graduate medical education by drawing on the depth and breadth of faculty expertise in the Department in all aspects of anatomic and clinical pathology and the availability of a wide variety of often complex clinical cases seen at Duke University Health System. For medical students interested in a career in Pathology pre-doctoral fellowships, internships and externships are available. Research Training in Experimental pathology can be obtained through Pre- and postdoctoral fellowships of one to five years. All pre-doctoral fellows are candidates for the Ph.D. degree in pathology. The Ph.D. is optional in postdoctoral programs, which provide didactic and research training in various aspects of modern experimental pathology. A two year NAACLS accredited Pathologists’ Assistant Program leads to a Master of Health Science degree, certifies graduates to sit for the ASCP Board of Certification examination, and leads to exciting career opportunities in a variety of anatomic pathology laboratory settings. Pathologists’ assistants are analogous to physician assistants, but with highly specialized training in autopsy and surgical pathology. This profession was pioneered in the Duke Department of Pathology 50 years ago, and is one of only twelve such programs in existence today.
    [Show full text]
  • HUMAN BODIES to TEACH ANATOMY: IMPORTANCE and PROCUREMENT – EXPERIENCE with CADAVER DONATION Susana N
    Procurement and use of cadavers – Part II Rev Arg de Anat Clin; 2014, 6 (3): 162-175 __________________________________________________________________________________________ Debate PART II - HUMAN BODIES TO TEACH ANATOMY: IMPORTANCE AND PROCUREMENT – EXPERIENCE WITH CADAVER DONATION Susana N. Biasutto1 (Coordination), Namita A. Sharma2, Jennifer McBride3, Subramaniam Krishnan4, Puranam Vatsalaswamy5, Rajendra S. Garud2, Vidya S. Kharat2, Don F. du Toit6, Christopher Redwood7, Wesley Fisk8, Grant Townsend7, Monika L. Piplani9, Rafael Romero-Reverón10, Guenevere Rae11, David Kachlik12, Cagatay Barut13, Radik M Khayrullin14 1Chair of Normal Anatomy, Faculty of Medical Sciences, National University of Cordoba, Cordoba, Argentina. 2Bharati Vidyapeeth Dental College and Hospital, Pune, India. 3Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, Ohio, USA. 4Department of Anatomy, MAHSA University, Kuala Lumpur, Malaysia. 5Department of Anatomy,Dr. D. Y. Patil Medical College, Hospital and Research Center,Pimpri, Pune, India. 6Division of Anatomy and Histology, Faculty of Medicine, University of Stellenbosch, Parow, Western Cape, South Africa. 7School of Dentistry, The University of Adelaide, Adelaide, South Australia. 8School of Medical Sciences, The University of Adelaide, Adelaide, South Australia, 9SGRDIMS&R, Amritsar, India. 10Department of Human Anatomy, José María Vargas Medical School, Faculty of Medicine, Central University of Venezuela. 11Department of Cell Biology and Anatomy,
    [Show full text]
  • AUTOPSY PATHOLOGY (SHANDS HOSPITAL at the UNIVERSITY of FLORIDA and MRVAMC): Rotation Director: Martha Burt, M.D., Autopsy Unit Director (Revised 2/14/2011)
    AUTOPSY PATHOLOGY (SHANDS HOSPITAL AT THE UNIVERSITY OF FLORIDA and MRVAMC): Rotation Director: Martha Burt, M.D., Autopsy Unit Director (revised 2/14/2011) 1. Description of the rotation: The Autopsy Service of the Department of Pathology provides consultation services to all the Departments of the College of Medicine, to the MRVAMC and to outside hospitals or families upon request. Its mission is to improve diagnosis and care by providing timely examinations of the highest quality that meet the expectations of clinical colleagues. The resident's responsibilities begin with direct initial and continued contacts with the patient’s physician about the details and results of the autopsy (ACGME competency #1: Pt. Care). Under faculty supervision, residents learn the technical elements of autopsy performance, tissue preparations, gross and microscopic analysis, case analysis, and report writing, assuming increasing responsibility as their skill levels improve. There are no Fellows on this service. However, more experienced residents will help supervise junior residents during their initial rotations and both are given credit for the examination as the senior assists in the training of the junior resident. When a resident has developed the skills needed for independent performance, cases are assigned for their performance without oversight by a senior resident. All residents are introduced to the key legal and social aspects of the autopsy, from the rights of families to requirements of the legal system and elements and rules of the medical examiner statutes (ACGME competency #6: Systems-Based Practice). The sanctity of the autopsy contract and one’s responsibilities under that contract are emphasized. Confidentiality, managing the inquiries of family and others are stressed.
    [Show full text]
  • The Use of Animals in Higher Education
    THE USE OF P R O B L E M S, A L T E R N A T I V E S , & RECOMMENDA T I O N S HUMANE SOCIETY PR E S S by Jonathan Balcombe, Ph.D. PUBLIC PO L I C Y SE R I E S Public Policy Series THE USE OF An i m a l s IN Higher Ed u c a t i o n P R O B L E M S, A L T E R N A T I V E S , & RECOMMENDA T I O N S by Jonathan Balcombe, Ph.D. Humane Society Press an affiliate of Jonathan Balcombe, Ph.D., has been associate director for education in the Animal Res e a r ch Issues section of The Humane Society of the United States since 1993. Born in England and raised in New Zealand and Canada, Dr . Balcombe studied biology at York University in Tor onto before obtaining his masters of science degree from Carleton University in Ottawa and his Ph.D. in ethology at the University of Tennessee. Ack n ow l e d g m e n t s The author wishes to thank Andrew Rowan, Martin Stephens, Gretchen Yost, Marilyn Balcombe, and Francine Dolins for reviewing and commenting on earlier versions of this monograph. Leslie Adams, Kathleen Conlee, Lori Do n l e y , Adrienne Gleason, Daniel Kos s o w , and Brandy Richardson helped with various aspects of its research and preparation. Copyright © 2000 by The Humane Society of the United States.
    [Show full text]
  • Histopathology from the Dissecting Room: Are Cadavers a Suitable Source of Educationally Useful Histopathology Specimens?
    Teaching Anatomy www.anatomy.org.tr Received: March 6, 2015; Accepted: April 9, 2015 doi:10.2399/ana.14.048 Histopathology from the dissecting room: Are cadavers a suitable source of educationally useful histopathology specimens? Andrew Wood1, Susan Whiten1, Jill McVee2, Jon Issberner1, David Jackson1, C. Simon Herrington3 1The School of Medicine, University of St Andrews, St Andrews, Fife, Scotland, United Kingdom 2Biomedical Sciences Building, University of St Andrews, St Andrews, Fife, Scotland, United Kingdom 3Division of Pathology, Edinburgh Cancer Research Centre, Institute of Genetics and Molecular Medicine, Western General Hospital, University of Edinburgh, Edinburgh, United Kingdom Abstract Objectives: The requirement of the General Medical Council to ‘reduce factual overload’ has led to the development of integrated curricula in which the knowledge base related to basic medical sciences has been greatly restricted. The time allo- cated to pathology teaching in medical schools has been decreased. The challenge for educators is to introduce effective methods of learning pathology into an integrated, student-centred curriculum. The aim of this study is to assess the tissue derived from cadaveric material and report its potential for use in teaching histopathology. Methods: We have previously reported how we use cadavers’ medical histories when introducing students to their ‘first patient’. The medical histories of the seventeen cadavers that were dissected during one academic session were reviewed for evidence of reported pathology. During dissection unexpected pathological findings were noted. Standard histological processing was car- ried out on pathological tissue from the cadavers, a prosection and a specimen which was displayed in a museum pot. These specimens were then assessed for educational value by an expert clinical histopathologist.
    [Show full text]
  • Frequently Asked Questions: Anatomic Pathology and Clinical
    Frequently Asked Questions: Anatomic Pathology and Clinical Pathology (FAQs related to Pathology Program Requirements effective July 1, 2020) Review Committee for Pathology ACGME Question Answer Introduction Can residents leave in the middle of their Yes, as the American Board of Pathology allows residents to enter a pathology program to complete a fellowship and then fellowship program (except dermatopathology) after 24 months of residency, the return to finish their pathology residency? Review Committee allows this as well. The expectation is that once the fellowship is completed, residents return to the pathology residency program to complete their [Program Requirement: Int.C.1.] education. Programs do not need to notify the Review Committee or request exceptions for residents to pursue this pathway. In the Accreditation Data System (ADS) these residents should be listed as “In Program but Doing Research/Other Training ”while they are in a fellowship program, and reset to “Active Full time” status once the fellowship is completed and they have returned to the pathology residency program. If a resident wishes to focus only on No. All pathology programs are accredited as APCP-4, with anatomic pathology only anatomic pathology or clinical pathology, (AP-3) and clinical pathology only (CP-3) offered as tracks within the program, not as must the Sponsoring Institution apply for a separately accredited programs. There is no separate application process, as separate program or does the existing programs are free to offer these tracks to residents if they choose. The Educational program need any other approval from the Program section of the Program Requirements clearly denotes tracks so that programs Review Committee? can understand the expectations for residents in any of the tracks.
    [Show full text]
  • Dissection Course in Anatomy As Stimulus to Independent Research and to a Real Step Into Medicine
    Published online: 2019-04-17 THIEME Original Article 63 Dissection Course in Anatomy as Stimulus to Independent Research and to a Real Step into Medicine Vladimir Nikolenko1,2 Marine Oganesyan1 Felix Zakirov1 Valentina Kudryashova1 Nelly Rizaeva1 Polina Valiullina1 1 Department of Human Anatomy, First Moscow State Medical Address for correspondence Felix Zakirov, Department of human University (Sechenov University), Moscow, Russia anatomy, First Moscow State Medical University (Sechenov University), 2 Department of Normal and Topographic Anatomy, Moscow State Mohovaya street, 11, 125009, Moscow, Russia (e-mail: [email protected]). University, Moscow, Russia J Morphol Sci 2019;36:63–66. Abstract Objectives In the recent years, many strategies in anatomy education have appeared. However, these innovations reduce the time students can spend on cadaver-based classes, which are considered to be an effective method of learning anatomy. The aim of the present research was to observe the advantages and features of dissection sessions in medical universities. Materials and Methods The comparative analysis of the academic performance of dissector (n ¼ 30) and nondissector (n ¼ 105) students and a survey questionnaire were conducted. The data was collected through the work of the Dissection Mastery School (DMS) of the Sechenov University, Moscow, Russia, between 2016 and 2018. Results The data analysis showed significant higher examination results in the Keywords dissectors cohort (p < 0.001) and a strong opinion about dissection as a good tool ► anatomy to improve anatomy knowledge (95% of responders). Apart from that, prosection is ► cross-sectional proven to have advantages in comparison with alternative learning approaches, anatomy according to researches performed by colleagues.
    [Show full text]
  • Caring Bodies: Cadavers, Technicians, and Hidden Labor in U.S. Continuing Medical Education
    Caring Bodies: Cadavers, Technicians, and Hidden Labor in U.S. Continuing Medical Education Stephanie Cruz A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Janelle S. Taylor, Chair Marieke van Eijk James W. Green Program Authorized to Offer Degree: Anthropology i © Copyright 2019 Stephanie Cruz ii University of Washington Abstract Caring Bodies: Cadavers, Technicians, and Hidden Labor in U.S. Continuing Medical Education Stephanie Cruz Chair of the Supervisory Committee: Janelle S. Taylor, PhD Department of Anthropology Human bodies are fundamental work tools in medical education. They are widely used, and indispensable, in the training of students, clinicians, and in biomedical research. However, contradictions abound in the use and exchange of human tissue. Human bodies are generally understood to carry moral worth and command respect, consideration, and care, but they are nonetheless transformed into commodities by institutional practices that depend on a steady supply of human tissue. Though rarely acknowledged, a system of exchange for bodies does exist. The deeper structures (as policies, history, and performance) of how or why human bodies are necessary, however, are rarely considered. By using a commodity chain analysis to examine cadaver use in continuing medical education (CME), this research explores multiple perspectives on, and practices involving, the use of cadavers in U.S. medical training and research iii institutions. Through ethnographic fieldwork in body donation organizations and CME training centers, this study explores how human bodies are exchanged and transformed, both materially and at the level of meaning. Particular attention is given to the perspectives and the daily work practices of those who prepare and care for cadavers and, in the process, transform the body.
    [Show full text]
  • Managing Emotions in the Face of Death: Human Cadavers, Emotions and Anatomy Education in Medical Trainees
    Managing Emotions in the Face of Death: Human Cadavers, Emotions and Anatomy Education in Medical Trainees McConnell MM1,2*, Crown T1 and Yahiaoui-Djerboua W1 1Department of Innovation in Medical Education, University of Ottawa, Canada 2Department of Anesthesiology and Pain Medicine, University of Ottawa, Canada Keywords Emotions; Learning; Anatomy; Education; Medicine; year medical students in Jordan, with 28.9% of students Dissection/prosection reporting recurring images of the cadavers, and 19.3% experiencing heart palpitations [9]. And while the prevalence Short Communication of negative emotional reactions has been well documented, it is important to acknowledge that other studies report positive Anatomy has been an essential component of health emotions associated with their first cadaver experience, such professions education for hundreds of years. The study of as interest, excitement, curiosity and appreciation [13,14]. anatomy supports the development and retention of clinical Together, such studies demonstrate the variability in knowledge and skills [1-3], and is a critical aspect of safe emotional responses to cadavers in the context of anatomy medical practice [4]. Throughout medical institutions, there education. That being said, such emotional reactions to are various techniques used to teach students human anatomy cadavers tend to dissipate over time. For example, studies and physiology, ranging from traditional methods of have shown that levels of anxiety and stress decrease with dissection and prosection to more modern methods of plastic repeated exposures to cadaveric anatomy lab [11,15]. anatomical models, medical imaging, and e-learning. And However, a recent study found that not all students experience while the best method to teach anatomy is debated within the such a decrease in emotional responses to cadavers.
    [Show full text]
  • 42-47 Parting Gifts.Indd
    Parting R obert Bouchie “Declare the are the remains of see a ratio closer to will never forget the value?” Bouchie says. Elizabeth Berninger, four to one, but the day he was forced to “What should I put? who was ninety-four University is one of value a human body It’s a billion dollars, years old at the time four medical pro- at $0. and that’s not enough. of her death from a grams competing for As the newly If someone’s life is cerebral hemorrhage body donations in hired head of BU’s changed because of last year. Massachusetts. Har- anatomical gift pro- any damage that’s Bouchie is bring- vard leads the pack gram and manager of done to this pack- ing her home. with upwards of 140 the School of Medi- age, what is the value “It means a lot to a year (Tufts Uni- cine anatomy lab, of that? It’s immeas- me,” he says. “She versity and the Uni- Bouchie (SMG’92) urable. And that’s was a part of my life. versity of Massachu- was following proto- what the Post Of- It’s a ceremonial setts are the others). col. A family had fice said: ‘You have step where I’ll finally Nationally, it’s esti- called about the ashes to put zero because say thank you to the mated that 20,000 of their loved one. it’s impossible to family on behalf of bodies, from 115 Typically, after medi- replace.’” BU and hand her whole body dona- cal programs are fin- Bouchie tells over.” tion programs, are ished with donated this story during a Each year, 345 used each year to bodies, the remains drive to Rockport, Boston University help prepare future are cremated and Massachusetts, medical and dental doctors and dentists.
    [Show full text]
  • Autopsy-Pedi-Path.Pdf
    PEDIATRIC PATHOLOGY FELLOWSHIP SIX COMPETENCIES AUTOPSY Note: The faculty member on autopsy is the fellow’s immediate supervisor during that week 1. PATIENT CARE: PROCEDURAL OBJECTIVES SPECIFIC ACTIVITIES ASSESSMENT Technical competence in pediatric and Autopsy external examination, Weekly evaluations by the faculty perinatal autopsies, including specialized evisceration, organ block dissection, member on service, with rapid feedback techniques used in this age group. tissue selection for ancillary studies, to the fellow; summary incorporated into tissue selection for paraffin blocks, quarterly evaluations. specialty techniques listed in Autopsy Study List, use of dissecting microscope, Evaluations by other trainees, included in photography on camera stand and with quarterly evaluations. dissecting microscope. 1. PATIENT CARE: INTERPRETIVE SKILLS OBJECTIVES SPECIFIC ACTIVITIES ASSESSMENT 1. Prepare a complete and accurate clinical Assess autopsy materials and reach Weekly evaluations by the faculty history from the medical records. conclusions about diagnoses and further member on service, with rapid feedback 2. Recognize significant findings in the testing prior to review with faculty. to the fellow; summary incorporated into medical record, gross tissues, microscopic quarterly evaluations. slides, laboratory tests, and postmortem radiographs. 3. Correlate clinical and autopsy findings to reach rational conclusions about the patient’s disease process. 2. MEDICAL KNOWLEDGE OBJECTIVES SPECIFIC ACTIVITIES ASSESSMENT 1. Understand conditions and diseases Review recommended textbooks, Perinatal autopsy written test, given at commonly presenting in pediatric and pertinent literature, gross photographs, the beginning of the year and repeated perinatal autopsy pathology. heart teaching specimens. periodically until 100% correct. 2. Know key diagnostic techniques used in Weekly evaluations by the faculty surgical pathology, including special stains Become familiar with common cardiac member on service, with rapid feedback and ancillary tests.
    [Show full text]
  • See a Pattern Here?
    NYU LANGONE NYU HEALTH Office of Communications and Marketing One Park Avenue, 5th Floor MAGAZINE Chemicals vs. Kids New York, NY 10016 When a Transplant Surgeon Becomes a Transplant Patient The Science of Conversation SPRING 2019 SEE A PATTERN HERE? “ A single MRI can have 65 million pixels of information, and our research involves tens of thousands of imaging studies, so you can see how the data add up.” SEE P. 14 AI does, and it’s transforming medicine SPRING 2019 VIRTUAL URGENT CARE OUR FUTURE It’s Easier Than Our Physicians, Your Schedule Appointments are available every day of the week: DEPENDS ON Ever to See an Monday through Friday 7AM–11PM Saturday to Sunday 8AM–8PM YOUR PRESENT NYU Langone Doctor. Conditions We Treat Virtual Urgent Care is ideal for non-emergency With Virtual Urgent Care, anyone five health issues such as: cold/flu, mild fever, allergies, Bequests and other planned gifts to NYU School of Medicine, both large and small, Whether you want to give back to support years of age or older can easily receive headaches, rashes, and urinary tract infections. have a resounding impact on our mission. scholarships or educational and research programs, our planned giving specialists will care and treatment from our doctors, help you make a meaningful gift that is right for you. We deeply appreciate the generosity Insurance is Accepted right from a mobile device, for a range of all who support our future. Aetna, UnitedHealthcare, Blue Cross Blue Shield, of non-emergency health issues. (800) 422-4483 or [email protected] or Cigna customers could be covered for the cost Contact us at of a co-pay.
    [Show full text]