Pathology graduate medical education (overview from 2006-2010)

Alexander, C. Bruce

doi:10.1016/j.humpath.2010.11.008

Cited by 17 publications

(22 citation statements)

References 5 publications

(3 reference statements)

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“…Attention to the medical education continuum from undergraduate medical education to GME to continuing medical education brought that important perspective to the forefront like never before. Thus, it is timely that this issue of HUMAN PATHOLOGY examines different aspects of pathology education in 5 articles [1][2][3][4][5].…”

Section: Introduction To the Special Education Issuementioning

confidence: 99%

“…The ACGME Outcomes project was developed on the principles that the paradigm of time in training, the process, would be replaced by demonstration of competence in the 6 domains, the outcome. However, as pointed out by Alexander [1], we retain 36-or 48-month requirements for GME training in pathology. As he states, "why not competency without the timeline?"…”

Section: Introduction To the Special Education Issuementioning

confidence: 99%

“…The article by Alexander [1] reminds us that the job landscape for pathologists continues to change but that there is still no defined academic track for pathology. The American Board of Pathology maintenance of certification (MOC) process outlined by Bennett and Grimes [2] acknowledges that pathologists practice in different venues and different areas and offers considerable flexibility in the modular approach to the MOC part III examination.…”

Section: Introduction To the Special Education Issuementioning

confidence: 99%

“…The American Board of Pathology maintenance of certification (MOC) process outlined by Bennett and Grimes [2] acknowledges that pathologists practice in different venues and different areas and offers considerable flexibility in the modular approach to the MOC part III examination. However, as noted by Alexander [1], there has been little to no change in the format of the GME training structure. Surely, we can do better.…”

Section: Introduction To the Special Education Issuementioning

confidence: 99%

“…The issue of pathology fellowships and the debate over how to organize and administer them is discussed by both Crawford et al [3] and Alexander [1]. Both articles agree on the almost universal use of fellowships by trainees, although they differ on the cause of this.…”

Section: Introduction To the Special Education Issuementioning

confidence: 99%

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Introduction to the special education issue

Powell

2011

Human Pathology

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Section: Introduction To the Special Education Issuementioning

confidence: 99%

Section: Introduction To the Special Education Issuementioning

confidence: 99%

Section: Introduction To the Special Education Issuementioning

confidence: 99%

Section: Introduction To the Special Education Issuementioning

confidence: 99%

Section: Introduction To the Special Education Issuementioning

confidence: 99%

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Introduction to the special education issue

Powell

2011

Human Pathology

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Reevaluation of the US Pathologist Workforce Size

et al. 2020

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How does it feel to be a pathology resident? Results of a survey on experiences and job satisfaction during pathology residency

et al. 2017

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Residents' career choices and professional motivation can be affected from perception of their role and recognition within a medical team as well as their educational and workplace experiences. To evaluate pathology trainees' perceptions of their pathology residency, we conducted a 42-item survey via a web-based link questioning respondents' personal and institutional background, workplace, training conditions, and job satisfaction level. For the 208 residents from different European countries who responded, personal expectations in terms of quality of life (53%) and scientific excitement (52%) were the most common reasons why they chose and enjoy pathology. Sixty-six percent were satisfied about their relationship with other people working in their department, although excessive time spent on gross examination appeared less satisfactory. A set residency training program (core curriculum), a set annual scientific curriculum, and a residency program director existed in the program of 58, 60, and 69% respondents, respectively. Most respondents (76%) considered that pathologists have a direct and high impact on patient management, but only 32% agreed that pathologists cooperate with clinicians/surgeons adequately. Most (95%) found that patients barely know what pathologists do. Only 22% considered pathology and pathologists to be adequately positioned in their country's health care system. Almost 84% were happy to have chosen pathology, describing it as "puzzle solving," "a different fascinating world," and "challenging while being crucial for patient management." More than two thirds (72%) considered pathology and pathologists to face a bright future. However, a noticeable number of respondents commented on the need for better physical working conditions, a better organized training program, more interaction with experienced pathologists, and deeper knowledge on molecular pathology.

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Pathology graduate medical education (overview from 2006-2010)

Cited by 17 publications

References 5 publications

Introduction to the special education issue

Introduction to the special education issue

Reevaluation of the US Pathologist Workforce Size

How does it feel to be a pathology resident? Results of a survey on experiences and job satisfaction during pathology residency

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