Pub Date : 2025-12-12DOI: 10.1016/j.acpath.2025.100230
Elizabeth L. Courville MD , Robert Seifert MD , Sam Sadigh MD , Xueyan Chen MD, PhD , Jeanette L. Calli MS , Robert Hasserjian MD , Alexa J. Siddon MD
Hematopathology fellowships are a critical subspecialty within the field of pathology, and with a progressively earlier and earlier fellowship interview timeline, hematopathology decided to join the Pathology Fellowship Match in 2025. The pros and cons of participating in the National Resident Matching Program Match were evaluated, and ultimately it was decided to be undertaken. The National Resident Matching Program requires that 75% of programs and fellowship positions should be entered in order to sponsor the Match. The Society for Hematopathology Education Committee lead the process to recruit hematopathology fellowships into the Match, initiating a survey to assess initial interest, creating a listserv for program director questions, and maintaining a website with programs that ultimately decided to participate. The initial survey results showed that 79% of hematopathology program directors responded “yes” or “maybe” to whether they would participate in a formal Match. The Society for Hematopathology Education Committee then proceeded with a memorandum of understanding to show commitment to the Match. Multiple efforts to disseminate information followed, including informational webinars, social media outreach, and emails to program directors. Ultimately 83% of hematopathology fellowships participated in the 2025 Match, with 85% of positions filling, and 94.7% of hematopathology applicants matching. A follow-up program director survey showed that 98% of respondents planned to participate in the 2026 Match. This feedback solidifies that the Pathology Fellowship Match has shown mutual benefit for programs and applicants.
血液病理学奖学金是病理学领域的一个重要亚专业，随着奖学金面试时间的逐渐提前，血液病理学决定在2025年加入病理学奖学金比赛。对参加全国居民配对计划配对的利弊进行了评估，最终决定进行。国家居民匹配计划要求75%的项目和奖学金职位应该进入，以赞助匹配。血液病教育委员会（Society for Hematopathology Education Committee）领导招募血液病研究人员加入比赛的过程，发起一项调查来评估最初的兴趣，为项目主管的问题创建一个列表，并维护一个网站，列出最终决定参与的项目。最初的调查结果显示，79%的血液病理学项目主任对他们是否会参加正式比赛的回答是“是”或“可能”。血液病学会教育委员会随后签署了一份谅解备忘录，以表明对比赛的承诺。随后，多方努力传播信息，包括信息网络研讨会、社交媒体推广和给项目主管发电子邮件。最终，83%的血液病理学研究员参加了2025年的匹配，85%的职位填补，94.7%的血液病理学申请者匹配。一项后续的项目主管调查显示，98%的受访者计划参加2026年的比赛。这些反馈巩固了病理学奖学金匹配对项目和申请人来说是互惠互利的。
{"title":"Joining the National Resident Matching Program Fellowship Match: the hematopathology experience","authors":"Elizabeth L. Courville MD , Robert Seifert MD , Sam Sadigh MD , Xueyan Chen MD, PhD , Jeanette L. Calli MS , Robert Hasserjian MD , Alexa J. Siddon MD","doi":"10.1016/j.acpath.2025.100230","DOIUrl":"10.1016/j.acpath.2025.100230","url":null,"abstract":"<div><div>Hematopathology fellowships are a critical subspecialty within the field of pathology, and with a progressively earlier and earlier fellowship interview timeline, hematopathology decided to join the Pathology Fellowship Match in 2025. The pros and cons of participating in the National Resident Matching Program Match were evaluated, and ultimately it was decided to be undertaken. The National Resident Matching Program requires that 75% of programs and fellowship positions should be entered in order to sponsor the Match. The Society for Hematopathology Education Committee lead the process to recruit hematopathology fellowships into the Match, initiating a survey to assess initial interest, creating a listserv for program director questions, and maintaining a website with programs that ultimately decided to participate. The initial survey results showed that 79% of hematopathology program directors responded “yes” or “maybe” to whether they would participate in a formal Match. The Society for Hematopathology Education Committee then proceeded with a memorandum of understanding to show commitment to the Match. Multiple efforts to disseminate information followed, including informational webinars, social media outreach, and emails to program directors. Ultimately 83% of hematopathology fellowships participated in the 2025 Match, with 85% of positions filling, and 94.7% of hematopathology applicants matching. A follow-up program director survey showed that 98% of respondents planned to participate in the 2026 Match. This feedback solidifies that the Pathology Fellowship Match has shown mutual benefit for programs and applicants.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 1","pages":"Article 100230"},"PeriodicalIF":1.3,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737719","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}
Pub Date : 2025-12-01DOI: 10.1016/j.acpath.2025.100229
Jose H. Salazar PhD, MLS (ASCP), Amber Asghar DCLS, MHA, MLS(ASCP), Juan U. Rojo PhD, MLS (ASCP) MB
The Doctor of Clinical Laboratory Sciences (DCLS) degree was implemented at the University of Texas Medical Branch in 2016 with the goal of training laboratory professionals who can improve patient outcomes by participating as part of the healthcare team, providing input regarding the use of laboratory testing in clinical decision-making, and optimizing the utilization of laboratory tests. The University of Texas Medical Branch (UTMB)-DCLS program presented data regarding the implementation of the program from 2016 to 2021. This follow-up study presents the DCLS program outcomes to date. A DCLS alumni, clinical supervisor, and employer surveys were distributed to evaluate the effectiveness of the program and explore the role and patient-care impact of DCLS graduates. The majority of UTMB DCLS alumni secured employment before graduation or shortly thereafter and currently work in academic medical centers and reference laboratories as medical or laboratory directors. Clinicians rate the perceived contribution of DCLS graduates to clinical practice to be highly beneficial, and employers indicate a significant impact of DCLS graduates on patient outcomes. The results presented in this study demonstrate the active participation of DCLS in the healthcare team, thus supporting the need to invest in academic DCLS programs to further the growth of this advanced practice degree.
{"title":"The doctorate in clinical laboratory sciences: current status and outcomes","authors":"Jose H. Salazar PhD, MLS (ASCP), Amber Asghar DCLS, MHA, MLS(ASCP), Juan U. Rojo PhD, MLS (ASCP) MB","doi":"10.1016/j.acpath.2025.100229","DOIUrl":"10.1016/j.acpath.2025.100229","url":null,"abstract":"<div><div>The Doctor of Clinical Laboratory Sciences (DCLS) degree was implemented at the University of Texas Medical Branch in 2016 with the goal of training laboratory professionals who can improve patient outcomes by participating as part of the healthcare team, providing input regarding the use of laboratory testing in clinical decision-making, and optimizing the utilization of laboratory tests. The University of Texas Medical Branch (UTMB)-DCLS program presented data regarding the implementation of the program from 2016 to 2021. This follow-up study presents the DCLS program outcomes to date. A DCLS alumni, clinical supervisor, and employer surveys were distributed to evaluate the effectiveness of the program and explore the role and patient-care impact of DCLS graduates. The majority of UTMB DCLS alumni secured employment before graduation or shortly thereafter and currently work in academic medical centers and reference laboratories as medical or laboratory directors. Clinicians rate the perceived contribution of DCLS graduates to clinical practice to be highly beneficial, and employers indicate a significant impact of DCLS graduates on patient outcomes. The results presented in this study demonstrate the active participation of DCLS in the healthcare team, thus supporting the need to invest in academic DCLS programs to further the growth of this advanced practice degree.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 1","pages":"Article 100229"},"PeriodicalIF":1.3,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624940","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}
Pub Date : 2025-12-01DOI: 10.1016/j.acpath.2025.100228
Francisco Reyes-Albaladejo MD , Meredith K. Herman DO , Sara del Río-Ortega MD , Eduardo Alcaraz-Mateos MD, PhD , Kamran Mirza MD, PhD , Luca Cima MD
Pathology plays a vital role in connecting basic science with clinical medicine, yet it remains a lesser-emphasized specialty in Spanish medical education. This study researched all 41 accredited medical schools in Spain to assess how students are exposed to pathology. Findings revealed considerable variability in the presence and structure of pathology education. Only 41.5 % of the institutions had dedicated pathology departments, though nearly all included histology or anatomic pathology with an average instruction span of one academic year each. Public medical schools generally offered more exposure to pathology than private ones. However, elective opportunities focused on pathology were scarce, and only a small proportion of institutions provided international experiences in the United States. These limitations in exposure, elective options, and global collaboration may contribute to the specialty's low ranking among students selecting residency training programs in Spain. The results highlight the need for greater standardization across curricula and suggest that expanding elective courses, integrating digital pathology tools, and fostering international partnerships could significantly enhance student engagement and interest in pursuing pathology as a career.
{"title":"Pathology exposure in Spanish medical schools: a review of forty-one institutions with insights into pathology curriculum for an international approach","authors":"Francisco Reyes-Albaladejo MD , Meredith K. Herman DO , Sara del Río-Ortega MD , Eduardo Alcaraz-Mateos MD, PhD , Kamran Mirza MD, PhD , Luca Cima MD","doi":"10.1016/j.acpath.2025.100228","DOIUrl":"10.1016/j.acpath.2025.100228","url":null,"abstract":"<div><div>Pathology plays a vital role in connecting basic science with clinical medicine, yet it remains a lesser-emphasized specialty in Spanish medical education. This study researched all 41 accredited medical schools in Spain to assess how students are exposed to pathology. Findings revealed considerable variability in the presence and structure of pathology education. Only 41.5 % of the institutions had dedicated pathology departments, though nearly all included histology or anatomic pathology with an average instruction span of one academic year each. Public medical schools generally offered more exposure to pathology than private ones. However, elective opportunities focused on pathology were scarce, and only a small proportion of institutions provided international experiences in the United States. These limitations in exposure, elective options, and global collaboration may contribute to the specialty's low ranking among students selecting residency training programs in Spain. The results highlight the need for greater standardization across curricula and suggest that expanding elective courses, integrating digital pathology tools, and fostering international partnerships could significantly enhance student engagement and interest in pursuing pathology as a career.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"13 1","pages":"Article 100228"},"PeriodicalIF":1.3,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624939","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}
Pub Date : 2025-10-01DOI: 10.1016/j.acpath.2025.100223
Barbara E.C. Knollmann-Ritschel MD , Julie Katz Karp MD , Stephanie Barak MD , John M. Childs MD , Kristen Johnson PhD , Amanda Lofgreen MS , Mary P. Berg MD , Satyapal Chahar MD , Hailey L. Gosnell MD , Cindy B. McCloskey MD , Balaram Puligandla MD , Kristie L. White MD , Bronwyn Bryant MD
The transition from medical school to residency is both a transformative and a challenging process. International literature suggests that there are known or perceived gaps in preparation for residency training in many areas of medicine. However, in the current published literature, there is no discussion of perceived gaps existing in pathology residency preparation. This study surveyed both pathology residency program directors and first-year pathology residents about the knowledge of pathology and basic medical skills residents received in medical school, perceptions about readiness for pathology residency, and perceived gaps in preparation for pathology residency that could be addressed. This survey found that program directors perceived that residents were more prepared for pathology residency than the residents felt themselves to be. Pathology program directors and residents both perceived that knowledge of normal histology was a weakness. Program directors were significantly more likely than residents to report that weaknesses in the preparation for pathology residency included challenges common to the majority of newly graduated physicians including in gathering pertinent clinical history from the medical record, struggles in identifying system failures, and contributing to a culture of safety, as well as specific challenges for pathology including limitations in basic microscope use. Suggested efforts toward improving preparation for pathology residency could be accomplished through undergraduate and graduate medical education approaches, as well as with increased support from pathology professional organizations.
{"title":"Perceived gaps in preparation for pathology residency and opportunities for improvement","authors":"Barbara E.C. Knollmann-Ritschel MD , Julie Katz Karp MD , Stephanie Barak MD , John M. Childs MD , Kristen Johnson PhD , Amanda Lofgreen MS , Mary P. Berg MD , Satyapal Chahar MD , Hailey L. Gosnell MD , Cindy B. McCloskey MD , Balaram Puligandla MD , Kristie L. White MD , Bronwyn Bryant MD","doi":"10.1016/j.acpath.2025.100223","DOIUrl":"10.1016/j.acpath.2025.100223","url":null,"abstract":"<div><div>The transition from medical school to residency is both a transformative and a challenging process. International literature suggests that there are known or perceived gaps in preparation for residency training in many areas of medicine. However, in the current published literature, there is no discussion of perceived gaps existing in pathology residency preparation. This study surveyed both pathology residency program directors and first-year pathology residents about the knowledge of pathology and basic medical skills residents received in medical school, perceptions about readiness for pathology residency, and perceived gaps in preparation for pathology residency that could be addressed. This survey found that program directors perceived that residents were more prepared for pathology residency than the residents felt themselves to be. Pathology program directors and residents both perceived that knowledge of normal histology was a weakness. Program directors were significantly more likely than residents to report that weaknesses in the preparation for pathology residency included challenges common to the majority of newly graduated physicians including in gathering pertinent clinical history from the medical record, struggles in identifying system failures, and contributing to a culture of safety, as well as specific challenges for pathology including limitations in basic microscope use. Suggested efforts toward improving preparation for pathology residency could be accomplished through undergraduate and graduate medical education approaches, as well as with increased support from pathology professional organizations.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100223"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415659","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}
Pub Date : 2025-10-01DOI: 10.1016/j.acpath.2025.100227
Sarah Mohamed BSc , Casey P. Schukow DO , Jennifer Worthy MD , Dennis Strenk BS , Nicole R. Jackson MD, MPH , Sanam Loghavi MD , Xiaoyin Sara Jiang MD , Andrew M. Bellizzi MD , Michael A. Arnold MD, PhD
Podcasts serve as an easy, affordable, and on-the-go experience for listeners of all types, particularly those casually broaching a new subject they are interested in learning more about. Podcasting as a tool for pathology education has had a growing reach for several years, and has gained traction as an academic work product for medical education, promoting journals and articles, and attracting trainees to pathology. Yet, there is sparse academic literature reviewing the topic. In this article, we aim to provide a qualitative synthesis of peer-reviewed and other online sources, with objectives including introducing podcasting, reviewing its role in medical education, and exploring issues unique to pathology. National podcasting trends, advantages, and limitations of podcasts in pathology will be covered. Additionally, a comprehensive list of pathology podcasts, quantitative analysis of select podcast downloads, and practical steps for pathologists interested in creating their own podcasts will also be provided.
{"title":"Pathology podcasts: a growing educational tool","authors":"Sarah Mohamed BSc , Casey P. Schukow DO , Jennifer Worthy MD , Dennis Strenk BS , Nicole R. Jackson MD, MPH , Sanam Loghavi MD , Xiaoyin Sara Jiang MD , Andrew M. Bellizzi MD , Michael A. Arnold MD, PhD","doi":"10.1016/j.acpath.2025.100227","DOIUrl":"10.1016/j.acpath.2025.100227","url":null,"abstract":"<div><div>Podcasts serve as an easy, affordable, and on-the-go experience for listeners of all types, particularly those casually broaching a new subject they are interested in learning more about. Podcasting as a tool for pathology education has had a growing reach for several years, and has gained traction as an academic work product for medical education, promoting journals and articles, and attracting trainees to pathology. Yet, there is sparse academic literature reviewing the topic. In this article, we aim to provide a qualitative synthesis of peer-reviewed and other online sources, with objectives including introducing podcasting, reviewing its role in medical education, and exploring issues unique to pathology. National podcasting trends, advantages, and limitations of podcasts in pathology will be covered. Additionally, a comprehensive list of pathology podcasts, quantitative analysis of select podcast downloads, and practical steps for pathologists interested in creating their own podcasts will also be provided.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100227"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465473","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}
Pub Date : 2025-10-01DOI: 10.1016/j.acpath.2025.100226
Chen Mayer MD, MHA
Pathology is an essential medical specialty, underpinning disease diagnosis, management, and research. Despite its indispensable contributions to healthcare, pathology remains a misunderstood and underappreciated field in the public sphere, often burdened by stigma and misconceptions. Many associate pathology primarily with forensic autopsies or laboratory work disconnected from direct patient care. These misconceptions adversely impact recruitment into the specialty and diminish public appreciation of pathologists' integral role in patient management and healthcare innovation. This article explores the sources of stigma and outlines a strategic framework for improving public perception through targeted public relations initiatives. Key strategies include public education campaigns, leveraging digital media, celebrating achievements, amplifying pathology's visibility in interdisciplinary collaborations, and engaging medical students early in their training. By demystifying pathology and fostering understanding, these efforts can reshape its societal relevance, strengthen recruitment, and ensure that the field thrives as a cornerstone of modern medicine.
{"title":"Understanding stigma and public perception of pathology: a public relations perspective","authors":"Chen Mayer MD, MHA","doi":"10.1016/j.acpath.2025.100226","DOIUrl":"10.1016/j.acpath.2025.100226","url":null,"abstract":"<div><div>Pathology is an essential medical specialty, underpinning disease diagnosis, management, and research. Despite its indispensable contributions to healthcare, pathology remains a misunderstood and underappreciated field in the public sphere, often burdened by stigma and misconceptions. Many associate pathology primarily with forensic autopsies or laboratory work disconnected from direct patient care. These misconceptions adversely impact recruitment into the specialty and diminish public appreciation of pathologists' integral role in patient management and healthcare innovation. This article explores the sources of stigma and outlines a strategic framework for improving public perception through targeted public relations initiatives. Key strategies include public education campaigns, leveraging digital media, celebrating achievements, amplifying pathology's visibility in interdisciplinary collaborations, and engaging medical students early in their training. By demystifying pathology and fostering understanding, these efforts can reshape its societal relevance, strengthen recruitment, and ensure that the field thrives as a cornerstone of modern medicine.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100226"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266148","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}
Pub Date : 2025-10-01DOI: 10.1016/j.acpath.2025.100225
Alex P. Tannenbaum MD , Paul S. Weisman MD , Jessica Gulliver MD , Ryan Sappenfield MD , Qiong Zhang MD, PhD , Mark Sharobim MD , Ande R. Marchini MD , Colleen Alexander MD , Shelly Cook MD , Levi Endelman MD , Qinyuan Li MD , Kami Elzinga MD , Andrey Prilutskiy MD , Rong Hu MD, PhD , Jefree J. Schulte MD , Margarita Consing-Gangelhoff MD , Catherine Bodnar MD , Claire Castaneda MD , Erin G. Brooks MD
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.
{"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 , Paul S. Weisman MD , Jessica Gulliver MD , Ryan Sappenfield MD , Qiong Zhang MD, PhD , Mark Sharobim MD , Ande R. Marchini MD , Colleen Alexander MD , Shelly Cook MD , Levi Endelman MD , Qinyuan Li MD , Kami Elzinga MD , Andrey Prilutskiy MD , Rong Hu MD, PhD , Jefree J. Schulte MD , Margarita Consing-Gangelhoff MD , Catherine Bodnar MD , Claire Castaneda MD , 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}
Pub Date : 2025-10-01DOI: 10.1016/j.acpath.2025.100224
Lydia P. Howell MD , Mary F. Lipscomb MD , Mel Limson PhD
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.
{"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 , Mary F. Lipscomb MD , 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}
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