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Counterpoint: Developing a Clinical Pathology Curriculum to Meet Current and Future Needs

¹ Department of Pathology, University of Pittsburgh, Pittsburgh, PA.
² Department of Laboratory Medicine, Yale University, New Haven, CT.

^aAddress correspondence to this author at: Department of Pathology, University of Pittsburgh, Pittsburgh, PA 15213. E-mail wellsa@upmc.edu.

The first 20% of the full text of this article appears below.

We welcome the dialog entered into by Luning Prak et al. concerning the proposed clinical pathology/laboratory medicine (CP/LM) ¹ curriculum (1). Indeed, generation of discussion in this area was one of the major motivating forces that led to creation of that document. The CP/LM curriculum was deliberately designed as a template and not a blueprint, and as such, it is intended to be adapted to the philosophies and capabilities of the various extant programs. However, even with that open approach, we feel that we need to clarify and reemphasize aspects of the curriculum that are raised by Luning Prak et al.

First, the entire committee, comprising faculty members from over a dozen programs, felt strongly that we are educating clinicians to act as clinicians. This should not be viewed as meaning that there must be direct, face-to-face patient contact as the primary activity of the clinical pathologist, but rather that the clinical pathologist’s role is to treat the human condition of disease and health, albeit most frequently from a population-based orientation. Most often this clinical service will be provided within the "system-context" of the entire healthcare team, which includes direct patient-oriented clinical colleagues. (Although in some circumstances . . . [Full Text of this Article]

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