Vascular neoplasms are rare tumors with a multitude of clinical presentations and behavior, which make accurate identification and subclassification challenging on limited small biopsies. Within the spectrum of these lesions, the ones with epithelioid morphology, such as epithelioid hemangioendothelioma and epithelioid angiosarcoma, are particularly challenging given the morphologic overlap with nonvascular lesions and the limited cells due to hemodilution on sampling. Herein, we review the differential diagnosis of epithelioid vascular neoplasms, with a focus on the cytomorphology, differential diagnoses, and ancillary studies that pathologists should be aware of when evaluating small biopsies and aspirates, including novel translocations, and associated monoclonal immunohistochemistry antibodies, that can help in the diagnosis of some of these tumors. Awareness of these morphologic and ancillary study findings in these rare tumors will hopefully allow pathologists to recognize and render-specific diagnoses on limited samples of these challenging lesions.

Trainee feedback and evaluation are important components of graduate medical education during residency and fellowship training in pathology. Feedback involves continual information provided to a trainee and related to his or her performance or understanding of concepts, and as defined by the Accreditation Council for Graduate Medical Education (ACGME), "feedback from faculty members in the context of routine clinical care should be frequent, and need not always be formally documented," but must involve direct observation and evaluation on each rotation. 1 In addition, formative evaluations help a trainee to monitor his or her learning by providing ongoing feedback during patient care activities to identify areas of strength and opportunities for improvement in addition to customizing the training to address individual weaknesses. Despite the importance of feedback and formative evaluations, providers in supervisory roles find it challenging to provide this information formally or informally. This may be due to time or case volume limitations, unfamiliarity with how to give feedback (especially negative feedback), or a perception that feedback will be futile or lead the trainee to perceive them in a undesirable way. 2-5 Thus, faculty development initiatives centered around feedback frequently emphasize the importance of feedback and how to more effectively give feedback during interactions with trainees to guide their development. However, training programs also need to look at how they can support faculty and trainees in providing feedback in easier and more timely ways, including the incorporation of enhanced tools to evaluate trainees in meaningful ways that meet their needs.