Academic Pathology最新文献

{"title":"Educational Case: Endometriosis","authors":"Nicholas Markovic MD , Gwendolyn Glatz BA , Antonia Oladipo MD , Jennifer Zepf DO","doi":"10.1016/j.acpath.2025.100216","DOIUrl":"10.1016/j.acpath.2025.100216","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100216"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived readiness for practice of current and former anatomic pathology residents in Tanzania","authors":"Asteria Kimambo MD, MMed ,&nbsp;Edda Vuhahula DDS PhD ,&nbsp;Dianna Ng MD","doi":"10.1016/j.acpath.2025.100217","DOIUrl":"10.1016/j.acpath.2025.100217","url":null,"abstract":"<div><div>One of the proposed primary barriers to high-quality pathology services in Sub-Saharan Africa has been the variability in pathology training. In this study, we evaluated the perceived readiness for practice of current and former anatomic pathology residents at Muhimbili University of Health and Allied Sciences in Tanzania. An online survey evaluating perceived readiness in the ability to perform core professional competencies in anatomic pathology was distributed to previous and current Muhimbili University of Health and Allied Sciences pathology residents. The survey had 30 of 45 (67%) respondents, which included current and former residents. More than 95% of participants either strongly agreed or agreed that the Muhimbili University of Health and Allied Sciences training program prepared them to perform grossing, surgical pathology report writing, fine-needle aspiration, and effective interdisciplinary consultation. Fewer participants were confident in activities related to laboratory management. The program's major strength was the exposure to a large number of cases, while weaknesses included a small number of faculty, insufficient mentorship, and limited infrastructure. Current and former trainees of the Muhimbili University of Health and Allied Sciences pathology residency program overall felt that their training prepared them for independent clinical practice. Additional training in laboratory management should be considered.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100217"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-envisioning the rotating medical student anatomic pathology educational experience: integration of asynchronous histology modular content with clinical service work under a fluid rotation model","authors":"Alex P. Tannenbaum MD ,&nbsp;Paul S. Weisman MD ,&nbsp;Jessica Gulliver MD ,&nbsp;Ryan Sappenfield MD ,&nbsp;Qiong Zhang MD, PhD ,&nbsp;Mark Sharobim MD ,&nbsp;Ande R. Marchini MD ,&nbsp;Colleen Alexander MD ,&nbsp;Shelly Cook MD ,&nbsp;Levi Endelman MD ,&nbsp;Qinyuan Li MD ,&nbsp;Kami Elzinga MD ,&nbsp;Andrey Prilutskiy MD ,&nbsp;Rong Hu MD, PhD ,&nbsp;Jefree J. Schulte MD ,&nbsp;Margarita Consing-Gangelhoff MD ,&nbsp;Catherine Bodnar MD ,&nbsp;Claire Castaneda MD ,&nbsp;Erin G. Brooks MD","doi":"10.1016/j.acpath.2025.100225","DOIUrl":"10.1016/j.acpath.2025.100225","url":null,"abstract":"<div><div>With the modern paradigm shift toward an integrated, organ-systems-based structure, United States medical students now receive limited formal training in histology. This places additional strain on pathology departments and assigned-resident educators during medical student clinical clerkships, as they must focus more time on basic principles of histology instead of the cases at hand. Schools have explored the use of asynchronous modular learning resources to build and support histology education outside of the traditional didactic settings, but the successful integration of modular content with traditional pathology rotations has not yet been fully explored. This survey-based study aims to evaluate the effectiveness of a newly implemented anatomic pathology curriculum that integrates asynchronous modular histology content, created in-house by department residents and faculty, with service-based pathology rotations. Postrotation surveys of medical student learners (n = 31/35, 89%), using a 10-point Likert scale, gathered across the 2024–2025 academic year, revealed high ratings for rotation organization, usefulness, histology education, module experience, and rotation personalization. Free-response feedback themes from learners reinforced the value of the integrated educational experience and helpfulness of the modular content. Postrotation surveys of residents assigned to these students (n = 7/14, 50%) revealed a better balance between management of daily workloads and the educational experience of their learners. Faculty surveys (n = 10) revealed a high perceived usefulness of the new curricular model. In all, implementation of this novel curriculum has been effective and popular with rotating students, residents, and faculty at our institution and could likewise serve as an effective model for others.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100225"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Case: Connective tissue disorders: Sjögren's syndrome","authors":"Aneka S. Patterson BS ,&nbsp;Quinn C. Robbins DMD, MS ,&nbsp;Barbara Knollmann-Ritschel MD","doi":"10.1016/j.acpath.2025.100219","DOIUrl":"10.1016/j.acpath.2025.100219","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100219"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to achieving graduated responsibility: preparing pathology residents for independent practice","authors":"Bronwyn H. Bryant MD ,&nbsp;Balaram Puligandla MD ,&nbsp;Hailey L. Gosnell MD ,&nbsp;Kristen Johnson PhD ,&nbsp;Stephanie Barak MD ,&nbsp;Mary P. Berg MD ,&nbsp;Satyapal Chahar MD ,&nbsp;John M. Childs MD ,&nbsp;Julie Katz Karp MD ,&nbsp;Amanda Lofgreen MS ,&nbsp;Cindy B. McCloskey MD ,&nbsp;Barbara E.C. Knollmann-Ritschel MD ,&nbsp;Kristie L. White MD ,&nbsp;W. Stephen Black-Schaffer MD","doi":"10.1016/j.acpath.2025.100221","DOIUrl":"10.1016/j.acpath.2025.100221","url":null,"abstract":"<div><div>Allowing pathology residents to practice with high levels of autonomy helps prepare them for independent practice. The Accreditation Council for Graduate Medical Education (ACGME) recently added to the core requirements that residents must have opportunities to perform assigned clinical responsibilities under oversight supervision—defined as review and feedback after care is delivered. To understand the current state of resident autonomy, pathology residency programs were surveyed (32 responses) about the highest level of supervision achieved by senior residents for common pathology tasks, as well as the most significant barrier to achieving oversight supervision for each task. Each task was assigned a “supervision score” based on a weighted average of the supervision level achieved across programs. Barriers were grouped into common themes, such as “presumed patient impact,” “billing/privileges,” and “curricular structure.” Although there was consensus around achievable supervision levels for some tasks (e.g., almost all programs allowed residents to gross with oversight supervision; none allowed residents to sign-out the final reports with oversight supervision), for most tasks, the level of supervision achieved and barriers to achieving oversight supervision varied widely across institutions. This study provides insights into the challenges programs face in providing opportunities for graduated responsibility to residents. The results also suggest programs can learn from each other to achieve oversight supervision in certain tasks. Opportunities to provide more graduated responsibility are explored to achieve the ACGME requirement of “oversight supervision” to better prepare residents for independent practice.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100221"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolution of diversity and inclusion excellence within an academic pathology professional organization: historical perspective, progress, and a model for others","authors":"Lydia P. Howell MD ,&nbsp;Mary F. Lipscomb MD ,&nbsp;Mel Limson PhD","doi":"10.1016/j.acpath.2025.100224","DOIUrl":"10.1016/j.acpath.2025.100224","url":null,"abstract":"<div><div>A diverse and inclusive environment is crucial to recruitment, retention, and success of academic departments, especially in pathology which is experiencing a declining workforce in the United States. The professional association for academic pathology departments, the Association for Academic Pathology (formerly the Association for Pathology Chairs), has evolved from its inception in 1967 as a department chair-centered organization to an inclusive organization that develops and serves all members of an academic pathology department, including non-chair faculty and staff. In 2012, diversity, equity, and inclusion became an intentional programmatic focus. In 2024, AAPath adopted a diversity, equity, and inclusion statement. This manuscript describes the organization’s reflection on its history, commitment and progress toward diversity, equity, and inclusion in order to learn, improve, and serve as an example to others. The authors conducted a Google search to identify political and social contextual events. Fourteen chairs were interviewed regarding the Association of Academic Pathology’s diversity, equity, and inclusion history and members’ experience. Findings were evaluated within established stages of diversity, equity, and inclusion maturity. The Association of Academic Pathology’s diversity, equity, and inclusion progress followed national awareness and progress toward a more equitable and inclusive society. Progress was slow in the Association of Academic Pathology’s first 50 years reflecting low numbers of women and racial and ethnic minorities in medicine. In the last 15 years with the establishment of the Leadership Development and Diversity Committee and intentional diversity, equity, and inclusion -related programming, diversity, equity, and inclusion has become integrated across the organization. The Association of Academic Pathology has made progress toward a mature and sustainable organizational culture of diversity, equity and inclusion and serves as a roadmap for other academic medical organizations.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100224"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Case: Diabetic nephropathy","authors":"Emily W. Gripp MD ,&nbsp;Joanna SY. Chan MD","doi":"10.1016/j.acpath.2025.100218","DOIUrl":"10.1016/j.acpath.2025.100218","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100218"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Case: Acute rheumatic fever","authors":"Austin Lee Nickell MD ,&nbsp;Thomas Jay Erie ,&nbsp;Ellen Anne Wold MD ,&nbsp;Anya de Leeuw MD ,&nbsp;Susan J. Roe MD","doi":"10.1016/j.acpath.2025.100220","DOIUrl":"10.1016/j.acpath.2025.100220","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100220"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathology program directors beliefs on changing answers and literature review","authors":"Gary W. Procop MD, MS, MEd ,&nbsp;Ty McCarthy MSS ,&nbsp;Paul Jones PhD ,&nbsp;Kirk Becker PhD","doi":"10.1016/j.acpath.2025.100213","DOIUrl":"10.1016/j.acpath.2025.100213","url":null,"abstract":"<div><div>The unfounded belief that changing answers during an examination will usually result in a diminished score due to the likelihood of changing correct responses to incorrect responses persists despite overwhelming evidence to the contrary. Ninety two percent of the Pathology Residency Program Directors responding to this survey had been told this sometime during their career. Although the majority of Program Directors reported not propagating this belief, 14 % still reported providing advice to their trainees to not change answers during an examination. A simple, overarching directive concerning changing answers is not possible given the complexity of this topic and the variables that have been discovered that influence answer-changing behavior. The influencing factors include academic ability, item difficulty, preexisting bias, the use of item marking, time for item reconsideration, and the metacognition of the examinees particularly with respect to the confidence they have in the change in the item selection. A more thorough explanation of these influencing factors should be given to trainees prior to an examination to achieve a truer evaluation of their knowledge and skills and improve the validity of the examination.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 3","pages":"Article 100213"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Women faculty achieve promotion to full professor equivalent to men faculty in a subset of US academic pathology departments","authors":"Debra G.B. Leonard MD, PhD ,&nbsp;Melvin Limson PhD ,&nbsp;Valerie A. Fitzhugh MD ,&nbsp;Deniz Peker Barclift MD ,&nbsp;Eileen A. Ryan MD","doi":"10.1016/j.acpath.2025.100215","DOIUrl":"10.1016/j.acpath.2025.100215","url":null,"abstract":"<div><div>Women faculty in academic medicine remain underrepresented at higher faculty ranks despite equal numbers of men and women medical students since 2003. This 2022 study asked if US academic pathology departments had achieved equity across academic rank for women faculty. The survey of 135 member departments of the Association for Academic Pathology requested data regarding chair characteristics, other department leaders’ number and gender, and faculty number and gender by academic rank and track. Sixty-four (47%) member departments responded. Twenty-three of the responding departments (36%) had equity of women and men full professors, defined as &lt;5% difference women and men full professors as a percentage of total faculty. Departments with professor gender equity more often had a woman chair (<em>P</em> &lt; 0.01), and a higher percentage of women faculty (<em>P</em> &lt; 0.05), women on the research tenure track (<em>P</em> &lt; 0.01), and tenured women faculty (<em>P</em> &lt; 0.01). Unstructured interviews with a subset of department chairs did not identify significant differences between departments with and without professor gender equity, except that equity was more driven by the intention of the chair (<em>P</em> &lt; 0.01) and less by dean or institutional influence (<em>P</em> &lt; 0.01). Over one third of US academic pathology departments responding to the survey have achieved equity for women and men full professors in current academic medicine institutions. This equity success for women is lost when looking at data by specialty or nationally, rather than by department.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 3","pages":"Article 100215"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}