A Modified Clinicopathological Conference as a Potential Learning Teaching Activity for Civilian and Army Medical Students and House Officers

Abstract

The clinicopathological conference (CPC), a novel learning teaching activity, consciously integrates by clinical reasoning, to arrive at the final diagnosis of a selected case. This process traditionally involves case selection, presentation of the history and the clinical findings, interpretation of investigations, discussion of differential diagnoses with final diagnosis, followed by an energetic discussion of relevant aspects of the case and its management. This article discusses a modified CPC, a potential educational activity for undergraduate medical students and house officers in general, with its conceptual ideas based on our pilot activity, contributing to the literature of the CPC because it highlights novel aspects of discussion used and indeed plausible, in our medical school that trains both civilian and army doctors. This academic exercise, involving preclinical and clinical specialists in a multidisciplinary environment uniquely incorporates other bodies that work together for patient care in a military hospital. The discussion embraces some views from personnel in charge of social work and administrators which could be furthered, enriching the holistic learning teaching experience of all attendees. As the learning and teaching of medicine adapts to contemporary demands, sustained efforts and commitment from organizers and participants of such a discussion contributes constructively towards the advancement of medical education. The modified CPC as presented here is an innovative platform possibly emulated for flexibility of approach, content and delivery and for its potentials in the learning and teaching of young doctors and trainees.