Academic Pathology最新文献

{"title":"Pathology teaching in different undergraduate medical curricula within and outside the United States: a pilot study","authors":"Kevin Carnevale MD ,&nbsp;Ritcha Saxena MD ,&nbsp;Geoffrey A. Talmon MD ,&nbsp;Amy Lin MD ,&nbsp;Osvaldo Padilla MD, MPH ,&nbsp;Regina A. Kreisle MD, PhD","doi":"10.1016/j.acpath.2023.100102","DOIUrl":"https://doi.org/10.1016/j.acpath.2023.100102","url":null,"abstract":"<div><p>Pathology education is taught using different curricula in the United States (USA) and abroad. We evaluate and compare the hours spent in different forms of pathology teaching such as lectures, team-based learning (TBL), problem-based learning (PBL), and other methods taught in general and systemic pathology amongst different medical schools within the USA and outside the USA. The total number of lecture hours taught in general and systemic pathology combined was greater in outside schools than within the USA (141 h vs 97.8 h, respectively). Three subjects in general pathology and six subjects in systemic pathology had a significantly greater lecture hours in outside medical schools. The greatest difference was the hours spent in labs were longer for both general and systems pathology in schools outside the USA. The overall utilization of PBL in general and systemic pathology teaching combined was much greater outside the USA compared to within the USA (average overall hours PBL – 97.2 outside vs 16.5 in the USA), however, the reverse was observed for using TBL (average overall hours TBL – 59.5 outside vs 84.5 in USA). Average hours used with other methods of teaching was also greater in outside medical schools compared to USA medical schools (80.8 h vs 44 h, respectively). Pathology teaching in both general and systemic pathology has more extensive lecture hours, laboratory hours, PBL, and other methods of teaching pathology in outside medical schools with different curricula than USA medical schools. TBL is utilized more extensively in USA medical schools.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"11 1","pages":"Article 100102"},"PeriodicalIF":1.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2374289523000349/pdfft?md5=c147d09fc5fd72b50aab6ff2567df3fc&pid=1-s2.0-S2374289523000349-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139050544","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":"ChatGPT 3.5 fails to write appropriate multiple choice practice exam questions","authors":"Alexander Ngo ,&nbsp;Saumya Gupta ,&nbsp;Oliver Perrine,&nbsp;Rithik Reddy,&nbsp;Sherry Ershadi,&nbsp;Daniel Remick MD","doi":"10.1016/j.acpath.2023.100099","DOIUrl":"https://doi.org/10.1016/j.acpath.2023.100099","url":null,"abstract":"<div><p>Artificial intelligence (AI) may have a profound impact on traditional teaching in academic settings. Multiple concerns have been raised, especially related to using ChatGPT for creating <em>de novo</em> essays. However, AI programs such as ChatGPT may augment teaching techniques. In this article, we used ChatGPT 3.5 to create 60 multiple choice questions. Author written text was uploaded and ChatGPT asked to create multiple choice questions with an explanation for the correct answer and explanations for the incorrect answers. Unfortunately, ChatGPT only generated correct questions and answers with explanations in 32 % of the questions (19 out of 60). In many instances, ChatGPT failed to provide an explanation for the incorrect answers. An additional 25 % of the questions had answers that were either wrong or misleading. A grade of 32 % would be considered failing in most courses. Despite these issues, instructors may still find ChatGPT useful for creating practice exams with explanations—with the caveat that extensive editing may be required.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"11 1","pages":"Article 100099"},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2374289523000313/pdfft?md5=a10c566ba8cc29483c2eb3deca716a25&pid=1-s2.0-S2374289523000313-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138839306","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":"Defining and identifying laboratory literacy as a component of health literacy: An assessment of existing health literacy tools","authors":"Jordan Franco BS ,&nbsp;Nancy S. Morris PhD, ANP ,&nbsp;Mark K. Fung MD, PhD","doi":"10.1016/j.acpath.2023.100096","DOIUrl":"https://doi.org/10.1016/j.acpath.2023.100096","url":null,"abstract":"<div><p>Health literacy has been defined and studied as an important component of a patient's ability to understand and obtain appropriate healthcare. However, a laboratory component of health literacy, as it pertains to the understanding of laboratory tests and their results, has not been previously defined. An analysis of readily available health literacy tools was conducted to determine laboratory testing-specific content representation. One hundred and four health literacy tools from a publicly available database were analyzed. Many of the health literacy tools were found to be lacking items related to laboratory testing. Of the health literacy tools that did contain a laboratory component, they were categorized pertaining to the laboratory test/testing content. Emerging from this process, eight competencies were identified that encompassed the entire range of laboratory-related aspects of health literacy. We propose that these eight competencies form the basis of a set of competencies needed for one to access, interpret, and act on laboratory results–a capacity we are referring to as “laboratory literacy.”</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100096"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2374289523000283/pdfft?md5=07f2b7480d8e8d4de107d2074a20f2a4&pid=1-s2.0-S2374289523000283-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91993091","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":"Perspectives from two recent medical school graduates on exposure to pathology during undergraduate medical education: A narrative inquiry","authors":"Alex P. Tannenbaum MD ,&nbsp;Cullen M. Lilley MD, MS, MA","doi":"10.1016/j.acpath.2023.100094","DOIUrl":"10.1016/j.acpath.2023.100094","url":null,"abstract":"<div><p>The field of pathology is facing an inflection point where the demand for pathology services is not being met by a corresponding rise in recruitment into the field. Many of the myths about the field of pathology have been dispelled elsewhere, but there have not been many formal accounts of the experience medical students’ face when finding their path to pathology. Because of challenges in the visibility of pathology as a specialty and not simply a subject required for United States Medical Licensing Examination Step 1, students tend to fall into one of two categories: early differentiators or late discoverers. Here, we provide anecdotal accounts of these two paths at institutions with different curricular designs and provide a first-hand account of the challenges we faced and opportunities discovered in our journeys to pathology. Based on these experiences, we offer suggestions for ways to address some of the issues medical students must navigate when trying to explore pathology in curricula not built for such exploration.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100094"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/6d/65/main.PMC10568268.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41239635","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":"Normalized “medical inferiority bias” and cultural racism against international medical graduate physicians in academic medicine","authors":"Stephen M. Smith MD ,&nbsp;Vinita Parkash MBBS, MPH","doi":"10.1016/j.acpath.2023.100095","DOIUrl":"10.1016/j.acpath.2023.100095","url":null,"abstract":"<div><p>Socio-historical barriers remain a concern in Academic Medicine. Regrettably, despite the modern cultural era defined by increased recognition and response to such issues, widespread covert barriers and misperceptions continue to limit the advancement of many, in particular, international medical graduate physicians (IMGs) who represent a significant proportion of the US physician workforce. Adversity is experienced in the form of cultural racism, affinity bias, and underrepresentation in distinct specialties as well as in leadership roles. Often, these unnecessary hardships exacerbate pre-existing discrimination in Academic Medicine, further marginalizing IMGs. In this article, we discuss the prevalence of “medical inferiority bias” and the resulting impact on US healthcare, specifying considerations to be made from a policy perspective.</p></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"10 4","pages":"Article 100095"},"PeriodicalIF":1.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10520300/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41119918","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":"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}