Academic Pathology最新文献

Grossing is essential to the practice of anatomic pathology. The importance of this skill cannot be understated, but it simultaneously can be enigmatic for novice pathology residents. Successful grossing asks questions to yield the most accurate answers which facilitate a complete report and diagnosis for patient care. To provide a unified framework of approach to grossing specimens, we devised the PRIME (P = process/picture, R = relationships, I = internal, M = margins, E = external) model for grossing. The PRIME model was introduced to anatomic pathology trainees (n = 21) at two academic hospitals through an interactive workshop featuring multiple exercises: (1) scoring provided inadequate gross descriptions of common, familiar objects (fruit) for content quality before and after introduction of the PRIME model, (2) building a gross description as a group with a representative fruit specimen using PRIME, (3) videos of grossing specimens which the participants used to practice constructing their own gross description using PRIME, and (4) analysis of an example surgical specimen's gross description using PRIME. Pre- and post-workshop questionnaires assessed the trainees' experience with grossing before residency, their confidence to write a gross description, and their opinions of the PRIME model. The assessment of fruit gross descriptions before and after the introduction of PRIME was significant (p < 0.05), as well as the participants' confidence level to write an accurate gross description using PRIME. The PRIME model and workshop help to fill a void in pathology education and erode perceived barriers to confident grossing by providing a framework of the key concepts behind grossing specimens, no matter the complexity.

This study investigates the effectiveness of using residual human anatomical materials, obtained from a gross anatomy course, for training Pathologists' Assistant (PathA) students in surgical pathology techniques. We utilized two surveys to assess the perceived efficacy of this approach: one survey targeted PathA students to evaluate their training experiences with both human and animal tissues, while the other assessed the impact of specimen collection on the educational experiences of gross anatomy course students.

Pathology is not traditionally chosen by medical students applying to residency. In osteopathic medical schools, limited access to dedicated pathology faculty further complicates this issue. Because of a lack of pathology experiences, osteopathic medical students may not be as familiar with a pathology career. The purpose of this brief report is to describe the pilot experience of implementing a pre-existing web-based, free virtual platform for pathology education as alternative, supplemental exposure to pathology for osteopathic medical students at our institution. We began to offer the online pathology elective for Academic Year 2022–2023. Using the online free service of PathElective, this course provided a valuable exposure to pathology with multiple modules in anatomic, clinical, and digital/molecular pathology, before and after assessments, recorded videos by pathology experts, handouts, and reading assignments. During the first week, three introductory modules were required followed by weeks 2–4, in which the students would complete a total of 10 modules of their own choice. In total, 14 students participated in this virtual rotation from August 2022–May 2023. All chose cardiac pathology as the most popular module. Three of the 14 students matched into pathology residencies. This small cohort of 4th year medical students at our osteopathic medical school successfully completed a virtual elective rotation with the resources of PathElective. We report the success of this experience and hope to continue monitoring progress.