Global Health Education in Pathology Residency

Abstract

Objectives Pathology and laboratory medicine (PALM) services in low- and middle-income countries are essential to combat the increasing prevalence of cancer in addition to providing documentation of cancer types and trends for future allocation of public health resources. There are many ways PALM as a whole can engage on the global health front. This study summarizes the efforts and results of a global health educational and clinical elective for pathology residents in Quetzaltenango, Guatemala. Methods Pathology residents led and implemented the project, working alongside an in-country pathologist and project collaborator to instill project sustainability and allow for future capacity building. Results An educational elective was established between the pathology departments of the University of Virginia and Hospital Regional de Occidente in Quetzaltenango, Guatemala. Two residents at a time engaged in a month-long educational elective assisting and learning from the in-country pathologist in anatomic pathology clinical work. Conclusions The project is an example of a global health initiative centering on the enhancement of PALM services in a low-resource environment via a bidirectional, sustainable educational exchange.

Establishing sustainable collaborations in global pathology education

“…A sustainable, bi-directional collaboration centered on trainee development and education in PALM services can provide resources and capacity building to LMIC laboratories and medical institutions. This perspective article will explore the tools and elements necessary for building a sustainable pathology educational program, drawing from the author’s own experience in South Africa and Guatemala ( 6 ).…”

“…The key stakeholders for the health education project in South Africa included leadership from the Ministry of Health, who also served as community leaders and advocates. For the pathology clinical rotation in Guatemala ( 6 ), the key stakeholders included hospital administration/leadership and a community leader/advocate, who also served as the on-site project coordinator. For both projects, the key stakeholders were invited to specific meetings where their knowledge and expertise were called upon, and these meetings were often by phone or video conference.…”

“…Project leaders should also maintain established communication and solicit feedback from each other. This educational framework has been employed and promoted by other global pathology rotations ( 7 ) in addition to the author’s own work in Guatemala ( 6 ). In addition, it is important to work closely with the Accreditation Council for Graduate Medical Education (ACGME)/GME to codify the curriculum as it pertains to postgraduate medical training.…”

“…This approach has been employed in the author’s work in Guatemala ( 6 ), where the host pathologist was supported by the partner institution to attend a major academic conference and visit with the Pathology Department. A study detailing a pathology rotation established in Trinidad & Tobago emphasized the need for a bi-directional exchange, with the ultimate goal of providing an equitable clinical rotation at the partner institution ( 7 ).…”

“…Other projects have highlighted a unique educational exchange where students of the partner LMIC participate in a tailored clinical rotation at the HIC institution ( 10 ). The bi-directional exchange can also take the form of a recurring telepathology educational and clinical conference, both employed in the author’s work in Guatemala ( 6 ) and other institutions ( 11 ). Finally, the bi-directional exchange can be utilized to share quality improvement and other capacity-building strategies between the partners.…”