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.2025.100223
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.2025.100226
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}
Pub Date : 2025-09-22DOI: 10.1016/j.acpath.2025.100221
Bronwyn H. Bryant MD , Balaram Puligandla MD , Hailey L. Gosnell MD , Kristen Johnson PhD , Stephanie Barak MD , Mary P. Berg MD , Satyapal Chahar MD , John M. Childs MD , Julie Katz Karp MD , Amanda Lofgreen MS , Cindy B. McCloskey MD , Barbara E.C. Knollmann-Ritschel MD , Kristie L. White MD , W. Stephen Black-Schaffer MD
Allowing pathology residents to practice with high levels of autonomy helps prepare them for independent practice. The Accreditation Council for Graduate Medical Education (ACGME) recently added to the core requirements that residents must have opportunities to perform assigned clinical responsibilities under oversight supervision—defined as review and feedback after care is delivered. To understand the current state of resident autonomy, pathology residency programs were surveyed (32 responses) about the highest level of supervision achieved by senior residents for common pathology tasks, as well as the most significant barrier to achieving oversight supervision for each task. Each task was assigned a “supervision score” based on a weighted average of the supervision level achieved across programs. Barriers were grouped into common themes, such as “presumed patient impact,” “billing/privileges,” and “curricular structure.” Although there was consensus around achievable supervision levels for some tasks (e.g., almost all programs allowed residents to gross with oversight supervision; none allowed residents to sign-out the final reports with oversight supervision), for most tasks, the level of supervision achieved and barriers to achieving oversight supervision varied widely across institutions. This study provides insights into the challenges programs face in providing opportunities for graduated responsibility to residents. The results also suggest programs can learn from each other to achieve oversight supervision in certain tasks. Opportunities to provide more graduated responsibility are explored to achieve the ACGME requirement of “oversight supervision” to better prepare residents for independent practice.
{"title":"Barriers to achieving graduated responsibility: preparing pathology residents for independent practice","authors":"Bronwyn H. Bryant MD , Balaram Puligandla MD , Hailey L. Gosnell MD , Kristen Johnson PhD , Stephanie Barak MD , Mary P. Berg MD , Satyapal Chahar MD , John M. Childs MD , Julie Katz Karp MD , Amanda Lofgreen MS , Cindy B. McCloskey MD , Barbara E.C. Knollmann-Ritschel MD , Kristie L. White MD , W. Stephen Black-Schaffer MD","doi":"10.1016/j.acpath.2025.100221","DOIUrl":"10.1016/j.acpath.2025.100221","url":null,"abstract":"<div><div>Allowing pathology residents to practice with high levels of autonomy helps prepare them for independent practice. The Accreditation Council for Graduate Medical Education (ACGME) recently added to the core requirements that residents must have opportunities to perform assigned clinical responsibilities under oversight supervision—defined as review and feedback after care is delivered. To understand the current state of resident autonomy, pathology residency programs were surveyed (32 responses) about the highest level of supervision achieved by senior residents for common pathology tasks, as well as the most significant barrier to achieving oversight supervision for each task. Each task was assigned a “supervision score” based on a weighted average of the supervision level achieved across programs. Barriers were grouped into common themes, such as “presumed patient impact,” “billing/privileges,” and “curricular structure.” Although there was consensus around achievable supervision levels for some tasks (e.g., almost all programs allowed residents to gross with oversight supervision; none allowed residents to sign-out the final reports with oversight supervision), for most tasks, the level of supervision achieved and barriers to achieving oversight supervision varied widely across institutions. This study provides insights into the challenges programs face in providing opportunities for graduated responsibility to residents. The results also suggest programs can learn from each other to achieve oversight supervision in certain tasks. Opportunities to provide more graduated responsibility are explored to achieve the ACGME requirement of “oversight supervision” to better prepare residents for independent practice.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100221"},"PeriodicalIF":1.3,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109138","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}
One of the proposed primary barriers to high-quality pathology services in Sub-Saharan Africa has been the variability in pathology training. In this study, we evaluated the perceived readiness for practice of current and former anatomic pathology residents at Muhimbili University of Health and Allied Sciences in Tanzania. An online survey evaluating perceived readiness in the ability to perform core professional competencies in anatomic pathology was distributed to previous and current Muhimbili University of Health and Allied Sciences pathology residents. The survey had 30 of 45 (67%) respondents, which included current and former residents. More than 95% of participants either strongly agreed or agreed that the Muhimbili University of Health and Allied Sciences training program prepared them to perform grossing, surgical pathology report writing, fine-needle aspiration, and effective interdisciplinary consultation. Fewer participants were confident in activities related to laboratory management. The program's major strength was the exposure to a large number of cases, while weaknesses included a small number of faculty, insufficient mentorship, and limited infrastructure. Current and former trainees of the Muhimbili University of Health and Allied Sciences pathology residency program overall felt that their training prepared them for independent clinical practice. Additional training in laboratory management should be considered.
{"title":"Perceived readiness for practice of current and former anatomic pathology residents in Tanzania","authors":"Asteria Kimambo MD, MMed , Edda Vuhahula DDS PhD , Dianna Ng MD","doi":"10.1016/j.acpath.2025.100217","DOIUrl":"10.1016/j.acpath.2025.100217","url":null,"abstract":"<div><div>One of the proposed primary barriers to high-quality pathology services in Sub-Saharan Africa has been the variability in pathology training. In this study, we evaluated the perceived readiness for practice of current and former anatomic pathology residents at Muhimbili University of Health and Allied Sciences in Tanzania. An online survey evaluating perceived readiness in the ability to perform core professional competencies in anatomic pathology was distributed to previous and current Muhimbili University of Health and Allied Sciences pathology residents. The survey had 30 of 45 (67%) respondents, which included current and former residents. More than 95% of participants either strongly agreed or agreed that the Muhimbili University of Health and Allied Sciences training program prepared them to perform grossing, surgical pathology report writing, fine-needle aspiration, and effective interdisciplinary consultation. Fewer participants were confident in activities related to laboratory management. The program's major strength was the exposure to a large number of cases, while weaknesses included a small number of faculty, insufficient mentorship, and limited infrastructure. Current and former trainees of the Muhimbili University of Health and Allied Sciences pathology residency program overall felt that their training prepared them for independent clinical practice. Additional training in laboratory management should be considered.</div></div>","PeriodicalId":44927,"journal":{"name":"Academic Pathology","volume":"12 4","pages":"Article 100217"},"PeriodicalIF":1.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922403","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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