The need for increased clinical responsibility in pathology training programs

1977 ◽  
Vol 8 (6) ◽  
pp. 597-599 ◽  
Author(s):  
Robert E. Anderson ◽  
Rolla B. Hill ◽  
Rex B. Conn ◽  
Ellis S. Benson
Keyword(s):  
Training Programs ◽  
Clinical Responsibility ◽  
Pathology Training

Informed Evaluation of Pathology Residency Programs

2000 ◽  
Vol 124 (6) ◽  
pp. 853-858
Author(s):  
Rebecca F. Yorke
Keyword(s):  
Web Sites ◽  
Recent Literature ◽  
Training Programs ◽  
Data Extraction ◽  
Clinical Pathology ◽  
Study Selection ◽  
Starting Point ◽  
Key Issues ◽  
Pathology Training ◽  
Pathology Education

Abstract Objectives.—To identify resources and summarize important issues in anatomic and clinical pathology training and to assist the pathology resident candidate in evaluating potential training programs. Data Sources.—Published guides for medical residency applicants, recent literature discussing pathology education, and World Wide Web sites. Study Selection.—Resources perceived by the author as valuable for the pathology resident candidate. Data Extraction.—Key issues in pathology education are identified. Data Synthesis.—Issues are discussed from the perspective of a pathology resident candidate, and resources for further information are provided. Conclusions.—The pathology residency candidate faces unique challenges in the residency search process because of the breadth of pathology training and the limited exposure to the practice of pathology in medical school. General guides for residency applicants include little discussion of pathology-specific issues. Recent literature discussing pathology education is fragmented but provides invaluable insights for resident candidates. This review seeks to identify a wide variety of issues and resources as a starting point for evaluating potential training programs.

Fellowship Trends of Pathology Residents

2009 ◽  
Vol 133 (9) ◽  
pp. 1431-1436 ◽  
Author(s):  
Nikolaj Lagwinski ◽  
Jennifer L. Hunt
Keyword(s):  
Online Survey ◽  
Training Programs ◽  
Clinical Pathology ◽  
Residency Education ◽  
Fellowship Training ◽  
The Internet ◽  
Gastrointestinal Pathology ◽  
First Choice ◽  
Fellowship Programs ◽  
Pathology Training

Abstract Context.—Recent changes in pathology residency education have included a decrease in the program length (from 5 years to 4 years for combined anatomic and clinical pathology training) and a national mandate for programs to assess 6 general competencies of trainees. These have undoubtedly led to changes in program curricula and in residents' desires to seek fellowship training. Objective.—This study was designed to gather information about what residents are seeking from fellowship training programs. Design.—This study used an online survey to assess attitudes of residents in training programs toward fellowship training. The survey instrument had 26 questions pertaining to fellowship choices, motivations for pursuing fellowships, expectations of the fellowships, and postresidency concerns. Results.—There were 213 respondents from a mix of program types and representing each postgraduate year. Most residents will seek at least 1 or 2 fellowships after residency training. The most popular first-choice fellowship was surgical pathology (26%), followed by cytopathology (16%), hematopathology (15%), gastrointestinal pathology (10%), dermatopathology (8%), and forensic pathology (5%). The most common reasons for pursuing fellowship training were to “increase marketability” (43%) or to “become an expert in a particular area” (33%). Most trainees got their information about fellowship training programs from Internet sources. Conclusions.—Fellowship programs will benefit from an optimally designed Web site because residents seek information predominantly from the Internet. Residents seeking fellowships are particularly concerned with selecting programs that provide job connections, an increase in their marketability, and the opportunity to develop diagnostic expertise.

scholarly journals Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve

2021 ◽  
Vol 8 ◽  
pp. 237428952199424
Author(s):  
Lewis A. Hassell ◽  
JoElle Peterson ◽  
Liron Pantanowitz
Keyword(s):  
Learning Curve ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Training Programs ◽  
Digital Pathology ◽  
Program Directors ◽  
Digital Learning ◽  
The Impact ◽  
Pathology Training

Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.

Team-Based Health Care in Pathology Training Programs

2014 ◽  
Vol 138 (6) ◽  
pp. 724-725 ◽  
Author(s):  
Jacob J. Steinberg ◽  
Michael B. Prystowsky
Keyword(s):  
Health Care ◽  
Training Programs ◽  
Pathology Training

Legal Aspects of Laboratory Medicine and Pathology for Residents and Fellows: A Curriculum for Pathology Training Programs

2010 ◽  
Vol 134 (7) ◽  
pp. 1029-1032
Author(s):  
Kimberly K. Otte ◽  
Sharon C. Zehe ◽  
Angela J. Wood ◽  
James S. Hernandez ◽  
Brad S. Karon
Keyword(s):  
Training Programs ◽  
Legal Aspects ◽  
Laboratory Medicine ◽  
Leadership And Management ◽  
Course Content ◽  
Legal Outcomes ◽  
The Mean ◽  
Management Curriculum ◽  
Junior Residents ◽  
Pathology Training

Abstract Context.—Preparing residents and fellows to manage laboratories and pathology practices increasingly requires awareness of the law and a framework within which to manage legal risk in dealing with compliance, malpractice, and human resources issues. Objectives.—To describe a curriculum for pathology and laboratory medicine residents and fellows that highlights activities most likely to result in adverse legal outcomes and to help trainees understand when the services of an attorney may be required. Design.—The 3-hour course evolved as part of a comprehensive leadership and management curriculum designed to help meet systems-based practice and professionalism requirements. Didactic lectures and interactive case scenarios were presented, and participants then evaluated the course content and speakers on a 5-point scale (5  =  high). Short-term knowledge accumulation was assessed by comparison of performance on the laboratory administration section of the Resident In-Service Examination between junior residents who had not taken the course and senior residents who did take the course. Results.—The course was evaluated by 72 trainees during a 5-year period (2004–2008); the mean overall rating was 4.6 (range, 3.5–5.0). Senior residents (n  =  37) had a mean (SD) score on the Resident In-Service Examination laboratory administration section of 521 (67) for 2004 through 2008. Junior residents (n  =  51), who had not yet completed the course, scored 470 (70) (P < .001) for the same period. Conclusions.—This curriculum met the needs of professionals entering careers in laboratory medicine and pathology and can be modified for other pathology and laboratory medicine training programs.

scholarly journals Pathology Informatics Education during the COVID-19 Pandemic at Memorial Sloan Kettering Cancer Center (MSKCC)

2021 ◽  
Vol 50 (1) ◽  
pp. 136
Author(s):  
David Kim ◽  
Matthew G. Hanna ◽  
Chad Vanderbilt ◽  
S. Joseph Sirintrapun
Keyword(s):  
New York ◽  
Training Programs ◽  
Cancer Center ◽  
Bioinformatics Pipeline ◽  
Pathology Informatics ◽  
Informatics Training ◽  
The One ◽  
Laboratory Information Systems ◽  
Pathology Training

<p>This review details the development and structure of a four-week rotation in pathology informatics for a resident trainee at Memorial Sloan Kettering Cancer Center (MSKCC) in New York City so that other programs interested in such a rotation can refer to. The role of pathology informatics is exponentially increasing in research and clinical practice. With an ever-expanding role, training in pathology informatics is paramount as pathology training programs and training accreditation bodies recognize the need for pathology informatics in training future pathologists. However, due to its novelty, many training programs are unfamiliar with implementing pathology informatics training. The rotation incorporates educational resources for pathology informatics, guidance in the development, and general topics relevant to pathology informatics training. Informatics topics include anatomic pathology related aspects such as whole slide imaging, laboratory information systems, image analysis, and molecular pathology associated issues such as the bioinformatics pipeline and data processing. Additionally, we highlight how the rotation pivoted to meet the department’s informatics needs while still providing an educational experience during the onset of the COVID-19 pandemic.</p><p><strong>Conclusion</strong>. As pathology informatics continues to grow and integrate itself into practice, infor- matics education must also grow to meet the future needs of pathology. As informatics programs develop across institutions, such as the one detailed in this paper, these programs will better equip future pathologists with informatics to approach disease and pathology.</p>

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