Starting pathology (entire handbook): Difference between revisions
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* Proficiency in diagnosing '''equivocal or borderline cases''' where readily available sources and evidence usually deal with discrete and specific disease entities and subcategories thereof. Thus, in the question sections, many questions will be in the format of displaying readily available facts about diseases, including their typical immunohistochemistry patterns, but with equivocal or borderline case presentations. | * Proficiency in diagnosing '''equivocal or borderline cases''' where readily available sources and evidence usually deal with discrete and specific disease entities and subcategories thereof. Thus, in the question sections, many questions will be in the format of displaying readily available facts about diseases, including their typical immunohistochemistry patterns, but with equivocal or borderline case presentations. | ||
* Having an idea of one’s '''unknowns'''; being aware of unfamiliar fields. For example, a pathologist generally does not need in depth knowledge about cases that are generally sent out to specialized centers (such as pediatric musculoskeletal oncology), as long as that pathologist is aware of lack of knowledge in that field. | * Having an idea of one’s '''unknowns'''; being aware of unfamiliar fields. For example, a pathologist generally does not need in depth knowledge about cases that are generally sent out to specialized centers (such as pediatric musculoskeletal oncology), as long as that pathologist is aware of lack of knowledge in that field. | ||
[[File:What you need to memorize.jpg|350px|right]] | [[File:What you need to memorize.jpg|350px|right]] | ||
* '''Dealing with Internet denialists and their exams.''' With the ease of access to pathology information on the Internet through smartphones and computers, those studying to for everyday practice as a pathologists '''should not''' spend time memorizing what can essentially always be conveniently and timely be looked up in times of need. The topics listed above are already immense enough to cover a lifetime of learning. Nevertheless, the path to pathology certification includes one or more exams, whose questions are largely made up of people who still do not acknowledge the access to the Internet in everyday pathology practice, and therefore this curriculum also includes this chapter. | * '''Dealing with Internet denialists and their exams.''' With the ease of access to pathology information on the Internet through smartphones and computers, those studying to for everyday practice as a pathologists '''should not''' spend time memorizing what can essentially always be conveniently and timely be looked up in times of need. The topics listed above are already immense enough to cover a lifetime of learning. Nevertheless, the path to pathology certification includes one or more exams, whose questions are largely made up of people who still do not acknowledge the access to the Internet in everyday pathology practice, and therefore this curriculum also includes this chapter. | ||
==Aim== | ==Aim== | ||
Other doctors and even laypersons can look up diseases and conditions themselves, including pathology characteristics, without the need for a pathologist consultation, so the '''expertise''' of memorizing such readily available information is expendable. | |||
In a world where diseases and conditions can readily be looked up, a major skill that '''distinguishes''' a pathologist from any person with Internet access is | |||
Also, '''unusual or equivocal presentation of very''' '''common''' diseases and conditions are still generally more common than rare diseases, and constitutes a major workload in everyday pathology practice. Most textbooks still give disproportionately large room for rare diseases compared to such presentations. However, strive to '''master the common''' conditions (including the most common pitfalls) before diving into the uncommon. Specialists and subspecialists may already have learned the common conditions, at least in their subspecialty, and they will often distract you from this pursuit by presenting rare conditions to you, because that is now interesting to them, but do not spend excessive time or mental effort on such rare conditions. | |||
The goal of this curriculum is to make a pathology trainee able to properly handle at least 95% of cases that are expected at an average general pathology department. | |||
=Fixation= | =Fixation= | ||