Implementation of new technologies in cytotechnology education

Received July 6, 1998; revision received August 27, 1998; accepted September 9, 1998. The educational needs of today’s cytotechnologist have increased dramatically in recent years in response to an expanded scope of practice. Cytotechnology is a relatively young profession that in its infancy was comprised only of the evaluation of Papanicolaou stained gynecologic smears for precancerous changes. It was not long before the success of cytopathology was applied to nongynecologic specimens. New slide preparation techniques came and went. The aspiration of specimens by fine-needle was implemented in the U.S. much later than in Europe. Cytotechnologists acquired the knowledge necessary to evaluate these specimens from sites previously not encountered in the cytology laboratory in response to this need. We have learned to recognize new pathologic conditions, such as herpes and human papillomavirus, as quickly as they are described. Health care has evolved and we have adapted. As each new development is introduced, educators have faced a decision: whether, and when, to provide instruction on the given topic. Educators are challenged to expose their students to all topics of current relevance in cytology while at the same time prioritizing the program of study to make the best possible use of limited time and resources. There is a great deal to learn and ample individual microscopic screening time remains an essential component of education.