Advocacy Journal Club: Teaching Residents and Faculty About Policy and the Importance of Pathology Societies

Abstract

Objectives To describe the Advocacy Journal Club, a novel method to expose pathology residents, fellows, and faculty to critical regulatory and policy issues that affect the practice of laboratory medicine and the importance of involvement in advocacy initiatives. Methods Six voluntary conferences were held for UNMC faculty, local pathologists, and residents during a 1-year period. Each featured a unique, 50-minute interactive discussion led by a faculty member on a topic related to systems-based practice, public health, and/or legislative reform in health care. The six topics included Stark Law, Medicare Access and CHIP Reauthorization Act of 2015 (MACRA), Laboratory Developed Tests, Executive Branch Influence on Health Care, Local Coverage Determinants, and Protecting Access to Medicare Act of 2014 (PAMA). In addition, all participants completed an 8- to 10-question pre- and posttest. After the completion, a survey to assess the quality and efficacy of the series was administered. Results Between 5 and 11 residents attended each session. Both residents and faculty demonstrated a marked increase in their posttest scores. In the final survey, 92% stated they gained an understanding of how policy affects their local laboratory and 100% a better appreciation of how involvement in pathology organizations’ advocacy efforts impacts the laws, rules, and regulations that affect laboratory medicine. Most (92.3%) reported that topics of the Advocacy Journal Club are important to pathology training and 100% reported that the format was effective. Conclusion The journal club format is an effective method to teach both residents and faculty about health policy and other issues impacting laboratory medicine and the critical role that participation in the advocacy efforts of pathology societies plays in affecting the future of the specialty.

Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

“…Faculty involvement shapes student perceptions (Abel, Bice, & Cox, 2007) and enhances curriculum and education (Joyner, Nicholson, & Seidel, 2006, as cited by Kim et al, 2017. Their engagement reduces cynicism (Mamon, 2018) and promotes educational advocacy (Talmon et al, 2019). Furthermore, faculty involvement increases student participation in various fields and encourages active involvement (Norman et al, 2022).…”

“…From the teachers' perspective, this ranking implies that their active participation in curriculum development, decision-making processes, and professional development opportunities enhances their ownership and commitment to curriculum implementation, resulting in improved instructional practices and student outcomes. Faculty involvement is essential in shaping student perceptions (Abel et al, 2007), enhancing curriculum and education (Joyner et al, 2006, as cited by Kim et al, 2017, reducing cynicism (Mamon, 2018), promoting educational advocacy (Talmon et al, 2019), and increasing student involvement in various fields (Norman et al, 2022).…”