Anat Sci Educ. 2026 May 13. doi: 10.1002/ase.70229. Online ahead of print.
ABSTRACT
Pathologists’ assistants (PAs) are pivotal in healthcare, conducting autopsies and examining tissues under a pathologist’s guidance. Embryology knowledge is crucial for PAs to accurately assess anomalies and identify pathologies. Yet, it is often overlooked in academic PA training programs. Given the cognitive demands on students and limited curricular time, integrating embryology requires the identification of vocationally relevant topics. This study sought to determine essential embryology learning objectives (LOs) for PAs by consulting practicing PAs and pathologists. Beginning with an initial list of 85 LOs across 16 embryology content themes, practicing PAs and pathologists rated how essential each LO is to professional practice via an online survey. The Lawshe content validity method quantified consensus, with results stratified by stakeholder group characteristics. The survey, distributed via various networks, had 115 respondents (PAs = 102) from across Canada (61% from Ontario), with diverse academic backgrounds. Fifteen LOs were identified as statistically essential, covering numerous embryology content themes including terminology, neurulation, placenta/fetal membranes, and cardiovascular, gastrointestinal, and urinary systems. PAs expected more of themselves compared to pathologists (LOs = 14 vs LOs = 6), with additional discrepancies among PA service cohorts and those with differing years of experience and types of training. This research has, for the first time, identified the essential embryology learning objectives specific to the PA profession, revealing differences in knowledge expectations among relevant professional stakeholders. The final list of 15 essential learning objectives can be immediately leveraged to design streamlined embryology curricula that meet vocational relevance across PA training programs.
PMID:42125813 | DOI:10.1002/ase.70229
