TY - JOUR ID - 38287 TI - Knowledge of Laboratory Medicine in Medical Students: Is It Sufficient? JO - Iranian Journal of Pathology JA - IJP LA - en SN - 1735-5303 AU - Saffar, Hiva AU - Saatchi, Maryam AU - Sadeghi, Anahita AU - Asadi Amoli, Fahimeh AU - Tavangar, Seyed Mohammad AU - Shirani, Farzaneh AU - Aliasgari, Ali AD - Department of Pathology and Laboratory Medicine, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran AD - Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran AD - Digestive Research Institute, Tehran University of Medical Sciences, Tehran, Iran AD - Department of Pathology and Laboratory Medicine, Farabi Hospital, Tehran University of Medical Sciences, Tehran, Iran AD - Department of Emergency Medicine, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran Y1 - 2020 PY - 2020 VL - 15 IS - 2 SP - 61 EP - 65 KW - Clinical pathology KW - education KW - Laboratory medicine KW - Medical student DO - 10.30699/ijp.2020.94221.1916 N2 - Background & Objective: Appropriate use of laboratory testing is essential for achieving safe and effective care to patient. Insufficient knowledge could lead to poor case management and increase the health care costs. It is believed that education on laboratory testing for undergraduate medical student is inadequate. This study was designed to evaluate the level of knowledge of 5 and 6 year undergraduate medical students in field of laboratory medicine. Methods: Totally, 59 questions including 8 basic questions concerning individual assessment of their knowledge and 51 objective questions focusing on various stages of test ordering and interpretation were asked. Result: Thirty seven undergraduate medical students at the level of internship participated. On average, 47.9% of students evaluated themselves as “weak" in 8 self-assessment questions. There was no significant difference between responders assessment on their own knowledge in various aspects of laboratory testing (P=0.184). In the objective questions regarding various stages of test ordering including pre-analytic, analytic and post analytic phases,45.6%,51.9% and 50% correct answers were reported ,respectively. Comparison of the level of the knowledge of the students regarding various stages of pathology testing did not show significant difference (P=0.638). Conclusion: Prioritizing an effective teaching method of laboratory medicine to medical students on appropriate time should be considered in medical school curriculum for better clinical decision making and optimal modern medical care. UR - https://ijp.iranpath.org/article_38287.html L1 - https://ijp.iranpath.org/article_38287_d3dc299e38f1144ef0b1faaa668f1e62.pdf ER -