Preparing residents for practice. An opportunity to teach professionalism and communication skills as well as diagnostic criteria

Zaino, Richard J.; Abendroth, Catherine

doi:10.1016/j.humpath.2010.01.012

Cited by 8 publications

(8 citation statements)

References 12 publications

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“…37,38 Attending physicians are role models and mentors for residents and fellows during their training. 39-41 While interjecting educational tools related to tolerance of ambiguity into the medical school curriculum should be accomplished, a greater emphasis should be placed on the teaching of ambiguity to residents and faculty who, ultimately, have the greatest influence on the qualities and behaviors we hope to instill in our students, residents, and other learners. Faculty development courses directed toward faculty, residents, and fellows should be developed as a key component of medical education.…”

Section: Implications and Recommendations For Medical Educationmentioning

confidence: 99%

The Ethics of Ambiguity

Domen

2016

Academic Pathology

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Understanding and embracing uncertainty are critical for effective teacher–learner relationships as well as for shared decision-making in the physician–patient relationship. However, ambiguity has not been given serious consideration in either the undergraduate or graduate medical curricula or in the role it plays in patient-centered care. In this article, the author examines the ethics of ambiguity and argues for a pedagogy that includes education in the importance of, and tolerance of, ambiguity that is inherent in medical education and practice. Common threads running through the ethics of ambiguity are the virtue of respect, and the development of a culture of respect is required for the successful understanding and implementation of a pedagogy of ambiguity.

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Section: Implications and Recommendations For Medical Educationmentioning

confidence: 99%

The Ethics of Ambiguity

Domen

2016

Academic Pathology

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“…[1,2,3,4,5,6,7,8,9] 1. Providing a list of learning objectives as per Medical Council of India/Universities in a sequential manner and evaluating their achievement in a stepwise process.…”

Section: Methods To Improvementioning

confidence: 99%

Training of Postgraduate Students in Pathology, Current Scenario and How It Can Be Improved : A Review

Uma¹

2015

jemds

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HOW TO CITE THIS ARTICLE:Prasad Uma. "Training of Postgraduate Students in Pathology, Current Scenario and how it can be improved: A Review". Journal of Evolution of Medical and Dental Sciences 2015; Vol. 4, Issue 40, May 18; Page: 7064-7070, DOI: 10.14260/jemds/2015/1026 ABSTRACT: There a wide variation in the competence of the postgraduates trained in pathology across the country. The curriculum and training methods vary from Government Medical Colleges to Autonomous Institutes. This results in strong disparities in the diagnostic, teaching, research and the managerial skills of the graduates. A uniform and better trained pathologist would be a great asset to the society. The Government Medical Colleges have the hub of budding pathologists, a proper curriculum planning and emphasis on learning of recent techniques with proper career planning would help pathology practice in a long way. In this article an effort was made to compile the various views of eminent educationists in the field of medicine, the current scenario and the methods needed to rectify at our level. KEYWORDS: Training, Pathology postgraduates, Current scenario, Rectification. INTRODUCTION:The past century has seen tremendous changes in the scope and practice of pathology laboratories in tandem with the development of the medical services. Major progress was made in the areas of training and specialization of pathologists and laboratory technical staff. Today the pathology laboratory services have entered the International arena, and are propelled along the wave of globalization. Many new challenges have emerged as have new players in the field. Landmark developments over the past decade include the establishment of national quality assurance programmers, the mushrooming of private pathology laboratories, the establishment of a National Accreditation Standard for medical testing laboratories. There exists a wide variation in the competence of the postgraduate residents trained in pathology in different institutions across India. This results in strong disparities in the clinical diagnostic skills, teaching skills, research capabilities and the managerial skills of the graduates. The end users of this training, namely the community, clinicians and health care institutions would benefit from a more uniform and better trained pathologist.

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“…''Soft or 'nonpathology' skills'' such as communication and professionalism are difficult to teach, assess, and remediate during training but these attributes become even more critical as the NIP pathologist progresses through his/her postgraduate years. [9][10][11] Professionalism issues-such as collegial and interpersonal interactions, honesty, and reporting/recognizing medical errors-also rose to the top when academic training programs and departments were surveyed over a decade ago to identify important ethical issues impacting the practice of pathology. 12 Current results highlight the ongoing need for training programs to provide effective education in ethics, professionalism, and interpersonal skills.…”

Section: Advice To Job Applicantsmentioning

confidence: 99%

“…One way in which trainees can develop this type of professional network is via active participation in local and national professional organizations, and by developing close mentoring relationships with teachers and pathologists who act as positive role models and ''mirror back'' the work and professionalism of the pathologist. [9][10][11][12][13][14] Another common theme that emerged was the need for newly hired pathologists to continue learning after employment begins; they need to put in the effort and ask questions, as well as ''stepping up'' to assume responsibilities that they may feel lie outside of their specialty area. As any position will invariably change with time and the needs of a given practice will shift, pathologists must be willing to acquire new skills and take on new responsibilities.…”

Section: Advice To Job Applicantsmentioning

confidence: 99%

Employer Expectations for Newly Trained Pathologists: Report of a Survey From the Graduate Medical Education Committee of the College of American Pathologists

Post¹,

Johnson²,

Brissette³

et al. 2017

Archives of Pathology &Amp; Laboratory Medicine

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Context.-Multiple sources have identified challenges that training programs face in preparing graduates for the ''real world'' practice of pathology, and many training programs have sought to decrease the gap between skills acquired during training and those required in practice. However, there exists the possibility that some of the difficulty experienced by newly trained pathologists and employers might arise from differences between employer expectations of new hires and what applicants expect from their first job.Objective.-To define the constellation of skills and attributes employers prioritize when hiring newly trained pathologists.Design.-A survey of fellows of the College of American Pathologists in practice for 5 or more years in the United States was administered and the results were analyzed.Results.-A total of 630 pathologists who were responsible for hiring a new-in-practice pathologist completed the survey. Regardless of practice setting, certain skills and attributes were rated critically important in new hires, including ethics/integrity, work ethic, and professionalism. Seventy-one percent reported having some difficulty hiring entry-level pathologists and cited inadequate training/ experience during residency, and applicants having unrealistic expectations regarding work load/hours as the most common reasons.Conclusions.-Prospective employers not only expect well-developed diagnostic skills in their job applicants, but also require evidence of a strong work ethic and outstanding professionalism. Successful applicants must display willingness to assume responsibilities and flexibility regarding existing and new responsibilities. A secondary but important finding of this survey was that most jobs are garnered through word-of-mouth recommendations; therefore, it is crucial for pathologists-in-training to hone their networking skills. (Arch Pathol Lab Med. 2017;141:193-202; doi: 10.5858/ arpa.2015-0138-CP) M ultiple surveys, papers, and conferences during the past 20 years have tried to assess the strengths and weaknesses of pathology residency and fellowship training programs with respect to their ability to prepare graduates for the clinical practice of pathology. Similarly, attempts have been made to identify the expectations of potential employers and the needs of the workforce as a whole. [1][2][3][4][5][6] These investigations have consistently found that newly graduated residents have some difficulty immediately stepping into the role of a practicing pathologist, particularly in the general practice of pathology in the community setting. Attention has therefore been directed toward identifying gaps in topics related to diagnostic skills, laboratory administration training, and consultative abilities.A 1998 study by Horowitz 1 found that the skills important for the community hospital pathologist (where 80% or more of graduates seek their first job) encompassed anatomic pathology skills including surgical pathology and frozen

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Preparing residents for practice. An opportunity to teach professionalism and communication skills as well as diagnostic criteria

Cited by 8 publications

References 12 publications

The Ethics of Ambiguity

The Ethics of Ambiguity

Training of Postgraduate Students in Pathology, Current Scenario and How It Can Be Improved : A Review

Employer Expectations for Newly Trained Pathologists: Report of a Survey From the Graduate Medical Education Committee of the College of American Pathologists

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