Academic Pathology最新文献

{"title":"Increasing medical student awareness of pathology through a virtual, asynchronous pathology elective","authors":"Karen Tew BS ,&nbsp;Jesse Kresak MD ,&nbsp;Stacy G. Beal MD","doi":"10.1016/j.acpath.2023.100093","DOIUrl":"10.1016/j.acpath.2023.100093","url":null,"abstract":"<div><p>Faculty from the University of Florida Department of Pathology, Immunology, and Laboratory Medicine developed an asynchronous, fully virtual pathology elective for medical students that emphasizes both foundational pathology concepts as well as the role of pathologists in the broader health system. The program includes ten core modules as well as several selective modules which allows students to tailor their coursework to better align with their desired specialty. After completing each module, students were required to concisely summarize the topic in the form of a 280-character tweet. Students were surveyed immediately after finishing the course and again one year after finishing the course to assess the effectiveness of the course in teaching students about pathology. Survey results showed significant improvement in student knowledge about the field of pathology and high levels of satisfaction with the course content and delivery. The tweet summaries required in the course provided a unique challenge for students. Although the course was initially developed in response to the COVID-19 pandemic, enrollment has continued steadily through 2023. Our study suggests that online pathology electives can be an effective way to increase medical student exposure to pathology and facilitate learning about the field of pathology, especially among students who may not ultimately pursue a career in pathology.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100093"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10560767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41215516","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 principles to practice: Implementation of entrustable professional activities (EPAs) for surgical pathology residency education in a large academic hospital","authors":"Christopher Felicelli MD ,&nbsp;Alcino Gama MD ,&nbsp;Yevgen Chornenkyy MD,&nbsp;Bonnie Choy MD,&nbsp;Luis Z. Blanco Jr. MD,&nbsp;Jorge E. Novo MD","doi":"10.1016/j.acpath.2023.100097","DOIUrl":"https://doi.org/10.1016/j.acpath.2023.100097","url":null,"abstract":"<div><p>Over the past decade, competency-based medical education (CBME) has gained momentum in the United States to develop trainees into independent and confident physicians by the end of their training. Entrustable professional activities (EPAs) are an established methodology for assessing trainee development through an outcomes-driven rather than a time-based model. While EPAs have been utilized as an assessment tool for CBME in Europe and Canada, their validation and implementation in some medical specialties has occurred more recently in the United States. Pediatrics was the first specialty in the US to conduct a large-scale UME-GME pilot. Pathology Residency EPAs were published in 2018; however, implementation in training programs has been slow. We have piloted EPAs in our residency program's surgical pathology rotation and propose a unique set of 4 surgical pathology EPAs to track trainee preparedness for independent practice.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100097"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2374289523000295/pdfft?md5=6691389e6eec04c83b5c776587d389a1&pid=1-s2.0-S2374289523000295-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138412178","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: An invasive salivary gland tumor: Adenoid cystic carcinoma of the parotid gland","authors":"Jaime Eberle-Singh MD PhD,&nbsp;Madalina Tuluc MD,&nbsp;Joanna Sue Yee Chan MD","doi":"10.1016/j.acpath.2023.100098","DOIUrl":"https://doi.org/10.1016/j.acpath.2023.100098","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100098"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2374289523000301/pdfft?md5=95776b0c9ee2544ea46a47295fe41f78&pid=1-s2.0-S2374289523000301-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138355964","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":"A novel 6-day cycle surgical pathology rotation improves resident satisfaction and maintains Accreditation Council for Graduate Medical Education (ACGME) milestone performance","authors":"Christopher Felicelli MD ,&nbsp;Alcino Pires Gama MD ,&nbsp;Yevgen Chornenkyy MD ,&nbsp;Kruti Maniar MD ,&nbsp;Luis Z. Blanco Jr. MD ,&nbsp;Jorge E. Novo MD","doi":"10.1016/j.acpath.2023.100088","DOIUrl":"10.1016/j.acpath.2023.100088","url":null,"abstract":"<div><p>Surgical pathology residency training in the United States lags behind other specialties in quality control and graduated responsibility to train independent pathologists capable of seamlessly entering practice after training. We observed that our traditional 3-day-cycle surgical pathology cycle (day 1–grossing; day 2 –biopsies/frozens/preview; day 3 – sign-out) consistently and negatively impacted resident education by reducing preview time, case follow-up, immunohistochemical stain (IHC) interpretation, and molecular study integration. We aimed to create a modern surgical pathology rotation that improved performance and outcomes. We innovated our rotation to enhance resident education and ensure graduated responsibility. A novel 6-day cycle was created composed of 2 grossing days, 1 frozens/biopsies/preview days, 2 dedicated sign-out days, and 1 frozens/biopsies/case completion day. Residents completed surveys before implementing the new rotation and 6 months after implementation to track self-assessment of Accreditation Council for Graduate Medical Education (ACGME) milestone performance and internal quality control metrics. Clinical Competency Committee (CCC) annual evaluations were assessed in paired PGY levels pre- and post-intervention. After implementation, there was a statistically significant improvement in self-assessment of levels 4 and 5 of ACGME milestones and improved satisfaction of quality metrics, including time for previewing, reviewing IHC, graduated responsibility, and perceived readiness for independent practice. CCC evaluations showed overall maintained performance levels, with trends towards improvements in junior resident classes. Our 6-day cycle adequately fulfills the current demands of our sizeable academic center's surgical pathology training and can be a model for pathology residencies looking to modernize their surgical pathology rotations and resident education.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100088"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10336254/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9813428","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: Hereditary breast and ovarian cancers","authors":"Jerome P. Givi MPH ,&nbsp;Hannah W. Hazard-Jenkins MD ,&nbsp;Melina Flanagan MD","doi":"10.1016/j.acpath.2023.100091","DOIUrl":"10.1016/j.acpath.2023.100091","url":null,"abstract":"","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100091"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10504481/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10306700","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":"The Genomics Organization for Academic Laboratories (GOAL): A vision for a genomics future for academic pathology","authors":"Dara L. Aisner MD, PhD ,&nbsp;Christopher D. Gocke MD ,&nbsp;Daniel Jones MD, PhD ,&nbsp;Melvin Limson PhD ,&nbsp;Jennifer Morrissette MD ,&nbsp;Jeremy P. Segal MD, PhD","doi":"10.1016/j.acpath.2023.100090","DOIUrl":"10.1016/j.acpath.2023.100090","url":null,"abstract":"<div><p>Innovative and self-sustaining clinical genomics laboratories specializing in cutting-edge oncology testing are critical to the success of academic pathology departments and resident and fellow education in molecular pathology. However, the pressures and challenges facing these laboratories are numerous, including the complexities of validating comprehensive cancer next-generation sequencing (NGS) panels, competition from commercial laboratories, and the reimbursement and regulatory hurdles inherent in high-complexity testing. Cross-institutional collaborations, including shared assay content and interpretative frameworks, are a valuable element to academic laboratory success. To address these and other needs, the Genomics Organization for Academic Laboratories (GOAL) was conceived in 2018, incorporated in 2020 and has grown to include 29 participating institutions in 2022. Here, we describe the mission of GOAL, its structure, and the outcomes and projects undertaken in its first years.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100090"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/52/ab/main.PMC10424130.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10366456","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":"The phenotype of pathology residency program directors","authors":"Melissa R. George DO ,&nbsp;Madeleine Markwood","doi":"10.1016/j.acpath.2023.100085","DOIUrl":"10.1016/j.acpath.2023.100085","url":null,"abstract":"<div><p>Pathology residency programs vary greatly across the United States. To the authors’ knowledge, little is formally known about the “phenotype” or career pathways of pathology residency program directors (PDs). PDs, former PDs (FPDs), and associate PDs (APDs) were surveyed, aiming to address whether or not dominant phenotypes or pathways to graduate medical education leadership exist. Several trends emerged including: 76% Whites, 70% females, 15% MD/PhDs, and more junior faculty (33% being &lt;5 years in practice, another 24% being in practice &lt;10 years, and 41% assistant professors at time of first PD/APD appointment). Anatomic and clinical pathology-certified individuals represented 79%. Sixty-two percent of respondents were on a nontenure employment track, with only 18% indicating tenure track. For subspecialty focus, cytopathology (25%), transfusion medicine (16%), and hematopathology (14%) represented the most common subspecialties practiced. A majority (65%) had served as a chief resident during residency, and most (61%) of PDs had served as APDs first. Most (60%) had not served as fellowship director. Most (65%) had not participated in any education leadership training, with 27% having participated in certificate programs or other educational professional development. Thematic analysis of perceived key criterion in selection for the role was passion for education, demeanor, emotional intelligence, and willingness to serve the department. This information may influence training or experience pursued by individuals aspiring to pathology graduate medical education leadership, inform chairs on qualities to look for, and supplement future educational sessions of the Association of Pathology Chairs Program Directors Council.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100085"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10523138/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41119917","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":"Pathology Competencies in Medical Education and Educational Cases: Update 2023","authors":"Barbara E.C. Knollmann-Ritschel MD ,&nbsp;Alison R. Huppmann MD ,&nbsp;Michael J. Borowitz MD, PhD ,&nbsp;Richard Conran MD, JD, PhD","doi":"10.1016/j.acpath.2023.100086","DOIUrl":"10.1016/j.acpath.2023.100086","url":null,"abstract":"<div><p>Pathology is a core component of medical school curricula because understanding the pathogenesis of the disease is foundational both for diagnostic efficiency and optimal use of ancillary resources in patient care. The Pathology Competencies for Medical Education (PCME) were developed as a national resource of expectations of pathology knowledge for medical students. The PCME are composed of three competencies: disease mechanisms and processes, organ system pathology, and diagnostic pathology and therapeutic pathology. The learning goals and learning objectives of the PCME that were first published in 2017 have been carefully revised and updated. Significant additions were made to fill gaps of the original PCME objectives, and some learning objectives have been retired or moved to more appropriate locations within the competencies. As curricula and the practice of medicine change, the PCME will continue to be revised and updated periodically. They have and will continue to serve as the organizing principle for the growing number of educational cases published by <em>Academic Pathology</em>. Nomenclature in the original and revised PCME will allow for continued linking of previous and new educational cases to the revised learning objectives. PCME and the educational cases can be adapted into any type of curricula. Having a widely accepted resource of learning objectives in pathology will help students and medical educators focus on essential components of pathology for the future practice of medicine.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100086"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10366624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9873150","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":"This is Jeopardy! A flexible coverage-based schedule model to address wellness for pathology training programs","authors":"Jason V. Scapa MD,&nbsp;Bita V. Naini MD,&nbsp;Sheeja Pullarkat MD,&nbsp;Peggy S. Sullivan MD","doi":"10.1016/j.acpath.2023.100087","DOIUrl":"10.1016/j.acpath.2023.100087","url":null,"abstract":"<div><p>Scheduling rotations for a pathology training program involves balancing educational requirements, service coverage, and paid time off (PTO). Absences can affect training as residents cross-cover, managing multiple services at once. Other specialties utilize a “Jeopardy” based system for covering absences. In this system, residents on outpatient services are “jeopardized” to cover inpatient services for trainee absences. Borrowing this concept, we created a schedule model with a “Jeopardy-Elective” (JE) rotation to support resident absences. Prior to 2018–19, our residency program consisted of a 12 month-long rotation schedule. We adopted a 13 four-week block rotation model system, adding four JE rotations per resident over the course of training. The JE resident covered services during trainee absences and spent the remaining rotation on elective. We then conducted a pre- and post-intervention survey of all residents who trained in both systems. Following the change in schedule model, our results showed a statistically significant increase in resident satisfaction with taking PTO (p = 0.0014), finding coverage (p = 0.0006), and taking a sick day (p = 0.03). The mean number of days covered by the JE resident was 8.5 ± 2.7 workdays (out of 20). PTO usage increased from 16 to 20 days/resident while mean number of sick days decreased from 1.7 to 1.3 days per resident. There was overwhelming support with 82% of residents wanting to retain the new system going forward. Through use of the JE rotation, our program improved service coverage issues and resident satisfaction, with the long-term goal of enhanced resident well-being and enriched resident learning experiences.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100087"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10371805/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9900984","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":"Fundamentals of blood banking in anesthesiology: A problem-based learning simulation session as an addition to a novel curriculum of transfusion medicine education for anesthesiology residents","authors":"Meaghan R. Kenfield MD ,&nbsp;Alex P. Tannenbaum MD ,&nbsp;Aaron S. Hess MD, PhD ,&nbsp;William N. Rose MD","doi":"10.1016/j.acpath.2023.100089","DOIUrl":"10.1016/j.acpath.2023.100089","url":null,"abstract":"<div><p>We have previously published a novel transfusion medicine curriculum for first-year anesthesiology residents, making available open access learning materials. We now present a curriculum iteration, by incorporating resident feedback and developing an additional “capstone” session for use at the end of the rotation that integrates several learning points into a practical problem-based simulation. This iteration of the curriculum was piloted with the 2019–2020 PGY-1 anesthesiology residents of the University of Wisconsin Hospitals and Clinics. Pre-course and post-course surveys, which assessed trainee understanding of course topics, were used to subjectively evaluate the usefulness of the curriculum. Results of the surveys demonstrated post-test mean scores were significantly increased when compared with the equivalent pre-course questions. This suggests the piloted curriculum iteration serves as a useful tool for resident learning. As an adjunct to our previous existing materials, in the spirit of open-access education, we share this additional curriculum material, consisting of four patient cases with 16 questions that can be used immediately for teaching purposes.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 3","pages":"Article 100089"},"PeriodicalIF":1.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10406958/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9963561","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}