Academic Pathology最新文献

{"title":"A picture is worth 1000 pathological learning points: Creating visual pathology teaching materials appropriate for preclerkship medical student learning","authors":"Phoebe M. Hammer MD,&nbsp;Krishna L. Bharani MD,&nbsp;Aubre Gilbert MD,&nbsp;Ahmed Afifi MD,&nbsp;Josselyn Sofia Vergara Cobos PhD,&nbsp;Jaclyn B. Anderson MD,&nbsp;Cindy Wang MD,&nbsp;Rebecca Kate Miller-Kuhlmann MD,&nbsp;Kelly Ernst MD","doi":"10.1016/j.acpath.2026.100305","DOIUrl":"10.1016/j.acpath.2026.100305","url":null,"abstract":"<div><div>Quality teaching materials covering gross and microscopic pathology at an appropriate complexity level for preclerkship medical students are lacking. At our institution, feedback regarding the preclerkship course curriculum identified a need for clearer and more clinically relevant visual pathology teaching materials. Educators in the Pathology Department and School of Medicine collaborated to design PowerPoint slide decks emphasizing the interpretation of gross and microscopic pathology images at a level appropriate for preclerkship medical students that aligned with the course curriculum, including small-group learning sessions. Topics included endocrine, reproductive, gastrointestinal, liver, heart, lung, renal, musculoskeletal, neurology, and skin. Images demonstrating pathology were selected from digital image databases and annotated with clinical pearls and side-by-side comparison with normal examples. Five-hundred and eleven annotated PowerPoint slides were created for ten distinct systems-based modules, covering 70 disease entities. Survey questions regarding the modules were included in required course evaluations. The material was well received by two student cohorts who overall said the material was good, very good, or excellent for learning (57/66, 86%) and agreed or strongly agreed that it was at the appropriate educational level (50/70, 71%). In collaboration with specialty clinicians and pathologists, we harnessed digital gross and histology images to directly address gaps in pathology education identified by preclerkship medical students.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 4","pages":"Article 100305"},"PeriodicalIF":2.0,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149199392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Credibility: A metric for graduate medical education evaluation","authors":"Thomas J. Cummings MD","doi":"10.1016/j.acpath.2026.100303","DOIUrl":"10.1016/j.acpath.2026.100303","url":null,"abstract":"<div><div>Credibility is the quality or power of inspiring belief. Credibility has an important role in science and medicine, including relations with the press; physician-industry relations; and, public trust, mistrust, and perception. Residency and fellowship program directors seek to best prepare trainees for postgraduate medical education careers, and nurturing credibility is one goal to strive for. Credibility is different from trust. Credibility is a subjective evaluation, in contrast to objective criteria evaluated in entrustable professional activities. The goal of this manuscript is to introduce consideration of credibility as a metric in Graduate Medical Education evaluations, and as a discussion topic during mentorship of trainees.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 4","pages":"Article 100303"},"PeriodicalIF":2.0,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149199393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From glass to pixel: Field restructuring, habitus crisis, and the revaluation of data in contemporary anatomic pathology—a sociological and autoethnographic perspective","authors":"Hugo David Alfici MD","doi":"10.1016/j.acpath.2026.100302","DOIUrl":"10.1016/j.acpath.2026.100302","url":null,"abstract":"<div><div>The digitalization of anatomic pathology is a profound restructuring of the medical field — not merely a technological upgrade. Drawing on Pierre Bourdieu's theory of field and habitus, this work argues that nearly two centuries of methodological stability have produced a deeply sedimented professional habitus whose symbolic authority is now challenged by the emergence of technological, informational, and algorithmic capital. Resistance to digital transition is not technophobia. It is a structural response to the redistribution of historically accumulated professional capital — a phenomenon Bourdieu calls hysteresis. The traditionally unstructured narrative pathology report, long the primary vehicle of diagnostic authority, is simultaneously being displaced by structured data as a new form of capital. This process is not epistemologically neutral: controlled terminology systems such as Systematized Nomenclature of Medicine — Clinical Terms, natural language processing-based tools, and artificial intelligence algorithms construct rather than merely capture biological truth. Autoethnographic reflection from the author's dual practice — more than fifteen years as a pathologist and concurrent training as a medical informatics specialist — provides first-person evidence of this structural mismatch. The framework presented here is theoretical and autoethnographic in nature; it invites empirical follow-up. The future of the pathologist depends not solely on technological adaptation, but on the capacity to redefine symbolic capital at the convergence of morphology, structured data, and algorithmic interpretation.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 4","pages":"Article 100302"},"PeriodicalIF":2.0,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149141065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Through the same eye","authors":"Kamran M. Mirza MD, PhD","doi":"10.1016/j.acpath.2026.100304","DOIUrl":"10.1016/j.acpath.2026.100304","url":null,"abstract":"<div><div>For generations, pathologists learned to see beside someone else. At the double-headed microscope, a trainee did more than share a field of view with a teacher. They watched attention move, uncertainty, linger, and judgment take shape before a diagnosis was spoken. As pathology moves from glass slides and microscopes to whole-slide imaging and screens that intimate form of apprenticeship is changing with it. Something will be lost: the physical closeness of two people looking through the same instrument and the quiet rituals through which generations of pathologists learned their craft. But the microscope was never what made that teaching possible. Digital pathology can place the same image before an entire room, bring distant colleagues to the same case, and allow a trainee to learn from a teacher across an ocean. The second head is not simply disappearing; in important ways, it is multiplying. The challenge for pathology education is therefore not to preserve the microscope, but to preserve what happened across it: attention, uncertainty, reasoning, and the transmission of judgment from one pathologist to another. The posture may change. The work of teaching someone how to see does not.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 4","pages":"Article 100304"},"PeriodicalIF":2.0,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149141064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student-led pathology elective expands early exposure and strengthens specialty interest at an osteopathic medical school","authors":"Nicholas Barron MLS (ASCP),&nbsp;Meredith K. Herman DO,&nbsp;Matthew Leung MS,&nbsp;Paul Kowalski MD","doi":"10.1016/j.acpath.2026.100276","DOIUrl":"10.1016/j.acpath.2026.100276","url":null,"abstract":"<div><div>Few medical schools, particularly those without dedicated pathology departments, offer preclinical pathology electives. To address this gap, faculty at Michigan State University College of Osteopathic Medicine and the Michigan State University College of Human Medicine-College of Osteopathic Medicine Pathology Interest Group launched a student-faculty elective in 2025. The elective comprised eight sessions: seven microscope sign-outs and one grossing workshop. Each began with one hour of independent slide preview, followed by a 2-h sign-out led by a practicing pathologist and delivered in person and via Zoom. Across approximately 30 contact hours, students engaged in microscopic and macroscopic pathology. Twenty-three learners attended at least one session. Anonymous pre- and post-class surveys assessed prior exposure, self-rated confidence, specialty interest, and perceptions of curricular adequacy. Thirteen medical students completed the precourse survey, and fourteen completed the postcourse survey; eleven responses were paired. Baseline experience was limited: 54% had never grossed a specimen or attended a sign-out, and no learner reported high confidence in histology, gross pathology, or laboratory report interpretation. Among paired respondents, mean confidence increased by +1.1 to +1.3 points on a five-point scale, with 82% improving across domains. Post-survey data showed 93% reported the elective reshaped their perception of pathology, 93% planned a pathology rotation, and all respondents recommended the course. In the absence of a pathology department, this student-led, faculty-mentored elective provided rare early exposure. Beyond measurable confidence gains, the program offers a scalable model for institutions seeking to strengthen pathology exposure and the specialty pipeline.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100276"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13311917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148353915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Case: Glucose-6-phosphate dehydrogenase (G6PD) deficiency anemia","authors":"Katie Bussing MD,&nbsp;Nicholas Brehl SH(ASCP),&nbsp;Ashley Inman MD,&nbsp;Darrell Davidson MD, PhD","doi":"10.1016/j.acpath.2026.100282","DOIUrl":"10.1016/j.acpath.2026.100282","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100282"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148642497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Case: Hidradenitis suppurativa","authors":"Ryan C. Saal BS,&nbsp;Linnea Lackstrom Westerkam MD,&nbsp;Cristo A. Carrasco Mendoza BS,&nbsp;Paul B. Googe MD,&nbsp;Christopher J. Sayed MD","doi":"10.1016/j.acpath.2026.100279","DOIUrl":"10.1016/j.acpath.2026.100279","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100279"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13325260/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating artificial intelligence-generated multiple-choice questions in clinical pathology","authors":"A. Aziz Ould Ismail MD, MS,&nbsp;Weijie Ma MD,&nbsp;Nancy M. Dunbar MD,&nbsp;K. Aaron Geno PhD,&nbsp;Jeremiah X. Karrs DO,&nbsp;Isabella W. Martin MD","doi":"10.1016/j.acpath.2026.100275","DOIUrl":"10.1016/j.acpath.2026.100275","url":null,"abstract":"<div><div>Large language models are increasingly applied in medical education, but their role in clinical pathology remains uncertain. We conducted a prospective evaluation during the 2024–2025 academic year using GPT-4 with a standardized prompting protocol to generate multiple-choice questions for pathology resident education in clinical chemistry, hematopathology, clinical microbiology, molecular pathology, bioinformatics, and transfusion medicine. Faculty experts scored items for clarity and accuracy on a 1–5 scale and assigned a disposition of kept as is, kept but edited, or discarded. Of 260 items reviewed, 108 (41.5%) were retained without revision, 86 (33.1%) with edits, and 66 (25.4%) were discarded. Subspecialty performance varied, with molecular pathology showing the highest retention (60% unedited), while clinical microbiology had a relatively high discard rate (41.7%). Items retained without revision demonstrated significantly higher clarity and accuracy scores than discarded items (<em>P</em> &lt; 0.05), and quality metrics also varied significantly across subspecialties (<em>P</em> &lt; 0.001). Higher clarity (odds ratio<em>:</em> 1.68, 95% confidence interval<em>:</em> 1.12–2.54, <em>P</em> = 0.013) significantly predicted favorable disposition. Faculty comments revealed that AI-generated questions most often failed due to inappropriate difficulty calibration, lack of board relevance, and a disconnect from real-world laboratory practices. Reviewers favored practical, application-focused content over factual recall. Nearly three-quarters of artificial intelligence-generated questions were usable after expert review, highlighting the potential of large language models to accelerate assessment development. However, uneven subspecialty performance and risks of regulatory misalignment underscore the necessity of sustained expert oversight.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100275"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13311378/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148353878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing physicians’ training needs in anatomic pathology requests and specimen handling: An FSP grid analysis from a Moroccan university hospital","authors":"Kenza Oqbani MD,&nbsp;Salma Akkari MD,&nbsp;Sanae Abbaoui MD,&nbsp;Mounsif Birouk MD, PhD,&nbsp;Najia Hajjaj-Hassouni MD","doi":"10.1016/j.acpath.2026.100278","DOIUrl":"10.1016/j.acpath.2026.100278","url":null,"abstract":"<div><div>Incomplete or noncompliant pathology request forms are a major source of pre-analytical errors worldwide, compromising diagnostic accuracy and delaying patient care. Evidence from low-resource settings like North Africa remains scarce. This first study in Morocco systematically assessed physicians’ training needs in pathology request completion and specimen handling, using the validated Frequency-Severity-Problems grid to prioritize continuing medical education. A mixed-methods training-needs assessment was conducted with 24 medical interns at a university hospital in northwestern Morocco using individual interviews and a questionnaire. It focused on three domains: pathology request form completion, specimen vial labeling, and formalin fixation. Quantitative prioritization of training needs used the Frequency-Severity-Problems grid. All interns reported unmet training needs. Three critical deficiencies were identified: incomplete pathology request forms (75% lacked key clinical data), inaccurate vial labeling (58% reported errors), and inadequate knowledge of fixation procedures (62%). Mean Frequency-Severity-Problems scores confirmed these as training priorities: 4.95 for form completion, 2.08 for labeling, and 3.41 for fixation. Deficits involved knowledge, technical skills, and attitudes. Significant pre-analytical gaps exist among medical interns. Targeted continuing medical education on standardized pathology requests is urgently needed to reduce diagnostic errors and enhance patient outcomes in low-resource settings.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100278"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13351137/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing bias: The hidden influence of race, gender, and identity in medical assessment","authors":"Cullen M. Lilley MD, MS, MA,&nbsp;Taylor Arnason BS,&nbsp;Marina Feffer MPH,&nbsp;Mary Moore MS,&nbsp;Simone A. Bernstein MD, MHPE,&nbsp;Kamran M. Mirza MD, PhD","doi":"10.1016/j.acpath.2026.100280","DOIUrl":"10.1016/j.acpath.2026.100280","url":null,"abstract":"<div><div>Implicit bias in medical education has been documented, but its influence on standardized assessments remains underexplored. This study examines whether patient demographic descriptors in clinical vignettes impact examinee multiple-choice question answer choice selection and clinical decision-making. A randomized, controlled survey was conducted among third- and fourth-year medical students and first-year residents. Participants (N = 376) answered clinical vignette multiple-choice questions in either a “standard group” (without demographic descriptors) or a “demographic group” (identical questions incorporating race, gender identity, or sexual orientation). Questions were grouped by question type (bias-dependent, bias-obscuring, and diagnostic-agnostic) based on whether the question stem enforced canonical pathologic associations with race and/or sociodemographic data (bias-dependent) or presented a noncanonical racial description (bias-obscuring) that could potentially lead medical trainees to select an incorrect answer choice. Performance was analyzed using Wilcoxon rank-sum tests (α &lt; 0.0025). Participants in the standard group correctly answered more often bias-obscuring questions than those in the demographic group (66.5% vs. 58.8%, <em>P</em> &lt; 0.001). Significant performance discrepancies were noted in questions related to homosexuality and sexually transmitted infection testing, sarcoidosis in Black females, Takayasu arteritis in individuals of Asian descent, and anemia in transgender individuals. Additionally, 52.4% of participants reported that race influenced their exam decision-making, while 64.1% and 55.9% indicated that gender identity and sexual orientation played roles. The majority (54.8%) attributed pro-White bias in medical decision-making to preclinical training. The inclusion of demographic descriptors, including race, sexual orientation, and gender identity, in standardized exam questions affects medical trainees' performance, potentially reinforcing bias.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 3","pages":"Article 100280"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13329484/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}