8 research outputs found

    Educational Case: A Uterine Neoplasm

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    The following fictional case is intended as a learning tool within the Pathology Competencies for Medical Education (PCME), a set of national standards for teaching pathology. These are divided into three basic competencies: Disease Mechanisms and Processes, Organ System Pathology, and Diagnostic Medicine and Therapeutic Pathology. For additional information, and a full list of learning objectives for all three competencies, see http://journals.sagepub.com/doi/10.1177/2374289517715040

    Pediatric colonic inflammatory myofibroblastic tumor presenting as colo-colonic intussusception: A case report and review of the literature

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    Inflammatory myofibroblastic tumors (IMTs) are rare tumors of intermediate biologic potential most often reported in children. Histologic characteristics of IMT include spindle cell proliferation with chronic inflammatory cell infiltrate. IMTs can occur anywhere in the body but are most commonly reported in lung, bowel mesentery, and liver. Nonmesenteric alimentary IMTs are exceedingly rare. We present the second case of colonic IMT presenting as colo-colonic intussusception in a child. The patient is a 12-year-old female who presented with vague abdominal pain for three months. Her workup revealed an intraluminal mass in the descending colon on both CT and colonoscopy. Intraoperatively, the mass was seen causing colo-colonic intussusception. Laparoscopic segmental colon resection was performed, and the patient did well postoperatively. Histology and immunohistochemistry of the mass confirmed IMT

    Consensus Guidelines for Practical Competencies in Anatomic Pathology and Laboratory Medicine for the Undifferentiated Graduating Medical Student

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    The practice of pathology is not generally addressed in the undergraduate medical school curriculum. It is desirable to develop practical pathology competencies in the fields of anatomic pathology and laboratory medicine for every graduating medical student to facilitate (1) instruction in effective utilization of these services for optimal patient care, (2) recognition of the role of pathologists and laboratory scientists as consultants, and (3) exposure to the field of pathology as a possible career choice. A national committee was formed, including experts in anatomic pathology and/or laboratory medicine and in medical education. Suggested practical pathology competencies were developed in 9 subspecialty domains based on literature review and committee deliberations. The competencies were distributed in the form of a survey in late 2012 through the first half of 2013 to the medical education community for feedback, which was subjected to quantitative and qualitative analysis. An approval rate of ≥80% constituted consensus for adoption of a competency, with additional inclusions/modifications considered following committee review of comments. The survey included 79 proposed competencies. There were 265 respondents, the majority being pathologists. Seventy-two percent (57 of 79) of the competencies were approved by ≥80% of respondents. Numerous comments (N = 503) provided a robust resource for qualitative analysis. Following committee review, 71 competencies (including 27 modified and 3 new competencies) were considered to be essential for undifferentiated graduating medical students. Guidelines for practical pathology competencies have been developed, with the hope that they will be implemented in undergraduate medical school curricula
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