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Whither pathology in medical education?

David Weedon
Med J Aust 2003; 178 (5): . || doi: 10.5694/j.1326-5377.2003.tb05161.x
Published online: 3 March 2003

Academic pathology needs to be reinvigorated

For well over a century, pathology has played a pivotal role in our understanding of disease. Its principles underpin many of our teachings in medicine and surgery, for, as Rudolf Virchow — the eminent 19th century pathologist and founder of modern pathology — so aptly observed, "Through the application of its doctrines ... it helps to deepen biological knowledge, and to light up still further that region of the unknown which still envelops the intimate structure of living matter".1 In short, an understanding of pathology is an essential prerequisite to an understanding of medicine.


  • Royal College of Pathologists of Australasia, Surry Hills, NSW.


Correspondence: 

  • 1. Virchow R. Disease, life, and man: selected essays by Rudolf Virchow. Translated by L J Rather. Stanford: Stanford University Press, 1958.
  • 2. Finucane PM, Johnson SM, Prideaux DJ. Problem-based learning: its rationale and efficacy. Med J Aust 1998; 168: 445-448. <eMJA full text>
  • 3. Commonwealth Department of Health and Ageing. Analysis of current practices in relation to the teaching of pathology (laboratory medicine). Final report. Adelaide: Healthcare Management Advisors Pty Ltd, 2001.
  • 4. International Liaison Committee of Presidents [of colleges of pathology]. Annual meeting; 2002 Sep 23–24, Cork, Ireland.
  • 5. Australian Medical Association. Training and workplace flexibility: final report. Canberra: AMA, November 2001.
  • 6. Royal College of Pathologists of Australasia, Board of Education. Manual of use and interpretation of pathology tests. 3rd ed. Sydney: RCPA, 2001.

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