ArticleDer Pathologe2019
[Pathology didactics : Development and pilot study of a pathology didactics curriculum (PaDiCu)].
Article in Der Pathologe, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Peer creation and sharing of mnemonics in collaborative documents for pathology education: a pilot study.BMC medical education · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPathologists are lifelong teachers. However, specialist training contains hardly any didactic learning objectives. Here, the competency-based learning objectives that a pathology didactics curriculum could include were examined. MATERIALS AND
methodsLearning objectives were determined through expert discussions and literature research. Four teaching units were designed: A) Interactive small-group seminars; B) The timely application of what has been learned under supervision; C) A longitudinal component by providing digital resources; D) Workshops and seminars by third-party providers.
resultsInitially, 11 small group seminars were designed: 1. + 2. General and special presentation techniques, 3. Public speaking, 4. Activation of audience, 5. Macro- and microphotography, image processing and graphic design, 6. Pathology teaching concept, 7. Standardized case conferences, 8. Standards for teaching events, 9. Standardized evaluation, 10. Research of pathology education, 11. Digitalization of teaching and pathology. Pilot seminars were appreciated and positively evaluated.
conclusionFor the first time, competence-based didactic learning objectives were identified for pathology. The pathology didactics curriculum (PaDiCu) could be disseminated with little effort.
Indexed as
Identifiers
30617604What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.