CONTEXT: Success in the practice of pathology demands proficiency in management, but management training for pathology residents is generally inadequate, with little agreement on an appropriate curriculum or competency assessment. Most residency training programs do not have faculty members who are interested and have expertise in management and who are dedicated to and have time available for teaching. OBJECTIVE: To develop a didactic management training program for the residents from 6 separate pathology residency programs in Southern California, with a comprehensive curriculum taught by experts in each area without undue burden on any single training program. METHODS: Faculty from the University of California-Los Angeles and the University of Southern California reviewed the literature and the management needs of practicing pathologists and devised the curriculum. Pathologist and nonpathologist speakers were identified who were working in important management positions both regionally and nationally. Seminars were presented in alternate months during a 2-year period. Sessions were videotaped, and each session was evaluated by the attendees. RESULTS: The curriculum consisted of 12 major topics, and seminars were delivered by 15 presenters from 6 institutions. Attendance was highest for residents in postgraduate years 2 and 3. The overall evaluation scores were exceedingly high (4.66 of a possible 5.0), and residents reported a significant increase in subject knowledge. Videotaping of presentations provided flexibility for residents who were unable to attend the seminars. CONCLUSION: This program was effective and could serve as a template for other pathology residency training programs to establish curriculum content and develop resident competency. Teaching responsibilities were less burdensome when spread among several programs and when supplemented by nonpathology faculty. Electronic and audiovisual support enhanced flexibility and access to the program.
CONTEXT: Success in the practice of pathology demands proficiency in management, but management training for pathology residents is generally inadequate, with little agreement on an appropriate curriculum or competency assessment. Most residency training programs do not have faculty members who are interested and have expertise in management and who are dedicated to and have time available for teaching. OBJECTIVE: To develop a didactic management training program for the residents from 6 separate pathology residency programs in Southern California, with a comprehensive curriculum taught by experts in each area without undue burden on any single training program. METHODS: Faculty from the University of California-Los Angeles and the University of Southern California reviewed the literature and the management needs of practicing pathologists and devised the curriculum. Pathologist and nonpathologist speakers were identified who were working in important management positions both regionally and nationally. Seminars were presented in alternate months during a 2-year period. Sessions were videotaped, and each session was evaluated by the attendees. RESULTS: The curriculum consisted of 12 major topics, and seminars were delivered by 15 presenters from 6 institutions. Attendance was highest for residents in postgraduate years 2 and 3. The overall evaluation scores were exceedingly high (4.66 of a possible 5.0), and residents reported a significant increase in subject knowledge. Videotaping of presentations provided flexibility for residents who were unable to attend the seminars. CONCLUSION: This program was effective and could serve as a template for other pathology residency training programs to establish curriculum content and develop resident competency. Teaching responsibilities were less burdensome when spread among several programs and when supplemented by nonpathology faculty. Electronic and audiovisual support enhanced flexibility and access to the program.
Authors: Maximilian Gradel; Stefan Moder; Leo Nicolai; Tanja Pander; Boj Hoppe; Severin Pinilla; Philip Von der Borch; Martin R Fischer; Konstantinos Dimitriadis Journal: GMS J Med Educ Date: 2016-05-17
Authors: Ted Farzaneh; Beverly Wang; Nancy Clark; Carol Eade-Viele; Joyce Kelner; Jennifer Rodgers; Geoffrey Sempa; Neil Detweiler; Tara Kasmarek; Thomas Lee; Xiaohui Zhao; Edwin S Monuki; Sherif A Rezk Journal: Pract Lab Med Date: 2019-05-17
Authors: Lizanne Berkenbosch; Arno M M Muijtjens; Luc J I Zimmermann; Ide C Heyligers; Albert J J A Scherpbier; Jamiu O Busari Journal: BMC Med Educ Date: 2014-05-24 Impact factor: 2.463
Authors: Matthew D Krasowski; Bradley A Ford; J Stacey Klutts; Chris S Jensen; Angela S Briggs; Robert A Robinson; Leslie A Bruch; Nitin J Karandikar Journal: Acad Pathol Date: 2017-09-06