The prognosis for clinical chemistry in a modern 5 year undergraduate medical curriculum

Abstract

During the past 3 decades a quiet revolution has overtaken traditional educational procedures in Australian medical colleges. Of the many pressures which have contributed to this revolutionary zeal, the following 5 factors stand out as dominant influences: 1. the explosive growth of almost all aspects of medical science precludes in-depth coverage of the traditional medical disciplines, 2. the perceived requirement to modulate traditional disciplinary approaches to medical education into an integrated interdisciplinary format, 3. the need for medical ‘teachers’ to be trained in educational philosophy and practise, 4. acceptance of undergraduates’ legitimate expectations that all units of courses shall have readily perceivable relevance and 5. units of the programme should aim to progressively develop undergraduate skills in the process of problem solving. With respect to ‘teaching’ of pathology in a modern curriculum, it is no longer feasible to differentiate subdisciplines, rather intra-pathological integration as well as horizontal and vertical integration of pathology with preclinical, paraclinical and clinical activities is essential. Thus the modern and future academic pathologist requires an enlightened training programme for a role as “pathological jack of many trades’. Are universities and the College geared to both provide such education and support the teacher? The new 5 year integrated medical curriculum of the University of New South Wales will be reviewed in order to focus attention on the difficulties peculiar to pathology and in particular clinical chemistry. Policies for remedial action will be discussed.