A Professionalism and Mentoring Curriculum for Pathology Residents in Training

Graduate Medical Education in Pathology: A Scoping Review

CONTEXT.—

Pathologists have produced a substantial body of literature on graduate medical education (GME). However, this body of literature is diverse and has not yet been characterized.

OBJECTIVE.—

To chart the concepts, research methods, and publication patterns of studies on GME in pathology.

DATA SOURCES.—

This was a systematic scoping review covering all literature produced since 1980 in the PubMed and Embase databases.

CONCLUSIONS.—

Research on GME in pathology is evenly dispersed across educational topics. This body of literature would benefit from research based on theory, stronger study designs, and studies that can provide evidence to support decisions on educational policies.

Pathology Residency Curricula

OBJECTIVES

To perform a systematic review of the published literature on pathology graduate medical education, with a focus on novel educational curricula.

METHODS

We systematically searched the PubMed and Embase databases for relevant articles published between 2000 and 2021.

RESULTS

We analyzed 612 articles and selected 19 peer-reviewed, full-length, English language articles published between 2003 and 2021 describing unique curricula for final review. Details on the general characteristics, conceptualization, design, implementation, and assessment were collected and discussed.

CONCLUSIONS

This systematic review highlights a recent increase in published curricular endeavors specifically addressing topics of educational need that are otherwise not commonly taught in traditional residency training. Curricula are diverse in their teaching methods, implementation, and originating institutions. The lack of meaningful evaluated outcomes and available curricular materials may hinder wider use of such curricula; these should be considered by future pathology educators undertaking their design.

Practical Scientific Writing and Publishing in Anatomic Pathology

OBJECTIVES

To develop a structured, introductory curriculum in scientific writing and publishing for residents in anatomic pathology.

METHODS

We assessed the need for this curriculum by using an online questionnaire sent to anatomic pathology residents in our program and tailored content to address areas of least familiarity. The curriculum consisted of 4 virtual lectures delivered by select experts in the field. Curriculum evaluation was assessed through a postcurriculum questionnaire.

RESULTS

In total, 27 of 31 (87%) residents responded to the initial questionnaire. The major educational need was identified in the following topics: "responsibilities of a corresponding author"; "selecting a journal for publication"; "editor's approach to evaluating a manuscript"; "correspondence with editors and reviewers"; and "open access, cost and increasing exposure to manuscript." Eight residents participated in at least 3 of 4 lectures and completed the pre- and postcurriculum survey. The postcurriculum survey demonstrated statistically significant interval increases in familiarity with 7 of 18 topics, and the leading increases were noted in topics of most significant educational need.

CONCLUSIONS

Development of novel curricula is vital to the ever-changing landscape of pathology resident education. This study proposes a generalizable algorithmic approach to assessing new areas of educational need and effectively addressing them through targeted curricula.

Implementing Personal Mentoring in an Obstetrics and Gynecology Residency Program-3-Year Evaluation

OBJECTIVE

To empower residents-in-training through personal mentorship from a senior physician who dedicates time and guidance to their personal development and provides professional and emotional support.

METHODS

A structured model of personal mentoring for residents was designed and implemented in the Department of Obstetrics & Gynecology. The process was assessed by a special-purpose survey constructed and reviewed by established medical mentors. The survey examined residents' attitudes towards personal aspects associated with their residency. The questionnaires were filled out anonymously before launching and 1 and 3 years after initiating the personal mentoring process.

RESULTS

The residents' reports showed a distinct trend of increased positive attitudes towards the personal mentoring throughout the process. The residents reported on an improvement in the mentors' availability to address personal aspects within the mentoring relationship (empathy, emotional support in deliberations, career guidance, etc.). The general satisfaction with the residency program improved as well.

CONCLUSIONS

Mentoring is a significant element in a comprehensive, multi-dimensional process. Integrating personal mentoring into a residency program, with the focus on interpersonal relational characteristics as empathy, availability, open communication, and guidance, led to improvements in residents' professional development and skills. They also received optimal support and guidance in their professional careers and personal deliberations.

Broadening Our Scope: A Pilot Curriculum in Bioethics for Pathology Graduate Medical Trainees, the Emory University Experience

Despite mandates from the Accreditation Council for Graduate Medical Education and American Board of Pathology, little guidance is available for educating pathology trainees on bioethics. We endeavored to describe the development and implementation of a pathology-specific pilot curriculum in bioethics for pathology trainees at Emory University. After institutional review board review and exemption, we performed a literature search on pathology and ethics, conducted an intradepartmental survey for ethics topics relevant to our trainees and faculty, and referenced the Pathology Milestones related to ethics to develop the framework and materials for the pilot curriculum. The curriculum consisted of 2 introductory and 3 topic-focused sessions over 14 months moderated by pathology faculty with interest and expertise in ethics. Sessions included a short didactic component followed by small group discussions of cases created by the investigators. Surveys were administered to participants before and 16 months after completion of the curriculum. Twenty-nine pathology trainees participated in the curriculum. In baseline surveys, 93% (27/29) of participants believed that ethical dilemmas occur in pathology practice; 62% (18/29) reported having either experienced one or more ethical dilemmas themselves or knowing a pathologist or pathology trainee who had experienced one. In postcurriculum surveys, 87% (13/15) of respondents reported having learned something new, 92% (12/13) anticipated applying this knowledge to pathology practice, and 81% (13/16) would recommend it to a pathology trainee colleague. Limitations include single institution, small sample size, and limited outcome measures for ethics education. Our curriculum may serve as a model for other pathology training programs.