Education in Veterinary Pathology: Innovations and Global Challenges

Abstract

The emphasis and location of pathology within veterinary curricula have undergone much change over recent years, and yet pathology can be viewed as a central ‘‘cog’’ in the whole curriculum. Traditionally this cog was located at the mid-point of curricula, forming the bridge between pre-clinical and clinical work. In this context, we can learn much from the human medical world—in particular, the change to more integrated curricula that occurred in the United Kingdom in wake of the ‘‘Tomorrows Doctors’’ documents, as described in this issue by Reid. The resulting concern from the ‘‘disciplines’’ about the consequences of potential loss of identity within these new integrated curriculum models was profound with a danger, as described elsewhere, that ‘‘while the medical education train accelerates away, pathologists are at risk of being left on the platform arguing the benefits of steam.’’ New and innovative approaches to learning and teaching in veterinary pathology using case-based approaches are described in this issue that embrace integration yet maintain the identity of the discipline. The utility of technology as it relates to ‘‘virtual microscopy’’ is also described in several articles—both for histopathology and for cytopathology—and there is good evidence to suggest real benefits to the quality of teaching and learning in this traditionally challenging area.