Informatics Training for Pathology Practice and Research in the Digital Era

Maness, Heather T. D.; Behar‐Horenstein, Linda S.; Clare‐Salzler, Michael; Chamala, Srikar

doi:10.1177/2374289520911179

Cited by 9 publications

(7 citation statements)

References 9 publications

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“…Additionally, our laboratory’s stakeholders became more conversant in informatics approaches through a specialized departmental pathology informatics courses. 6 Our partnership led to the identification and resolution of multiple workflow issues that could arise in any modern histology lab. It is our hope that other histology lab leaders can find utility and inspiration from our experience.…”

Section: Resultsmentioning

confidence: 99%

Informatics driven quality improvement in the modern histology lab

et al. 2020

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Laboratory Information Systems (LIS) and data visualization techniques have untapped potential in anatomic pathology laboratories. Pre-built functionalities of LIS do not address all the needs of a modern histology laboratory. For instance, “Go live” is not the end of LIS customization, but just the beginning. After closely evaluating various histology lab workflows, we implemented several custom data analytics dashboards and additional LIS functionalities to monitor and address weaknesses. Herein, we present our experience in LIS and data-tracking solutions that improved trainee education, slide logistics, staffing/instrumentation lobbying, and task tracking. The latter was addressed through the creation of a novel “status board” akin to those seen in inpatient wards. These use-cases can benefit other histology laboratories.

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Section: Resultsmentioning

confidence: 99%

Informatics driven quality improvement in the modern histology lab

et al. 2020

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“…One possibility is to offer the course as a two-credit course (doubling direct instruction to 2 hours of class time per week and 4 hours of homework time per week) with one of the lecture hours dedicated for hands-on training in how to analyze patient sequencing files. This instruction would be led by a clinical bioinformaticist and a molecular pathologist, and could follow the format of an existing course providing cross-disciplinary informatics training [ 14 ]. Another lecture hour could focus on the clinical interpretation and patient explanation of the data.…”

Section: Discussionmentioning

confidence: 99%

Building a precision oncology workforce by multidisciplinary and case-based learning

et al. 2021

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Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.

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“…18 - 21 Various programs and concepts for teaching laboratory administration have appeared but are not yet widely practiced. 9 - 11 , 22 - 26 The development by professional societies of focused curricular materials for resident training in medical coding and billing might likewise help meet new-in-practice pathologists’ needs in this area of educational deficiency.…”

Section: Discussionmentioning

confidence: 99%

Evidence-Based Alignment of Pathology Residency With Practice II: Findings and Implications

et al. 2021

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This article presents findings from a 4-year series of surveys of new-in-practice pathologists, and a survey of physician employers of new pathologists, assessing how pathology graduate medical education prepares its graduates for practice. Using the methodology described in our previous study, we develop evidence for the importance of residency training for various practice areas, comparing findings over different practice settings, sizes, and lengths of time in practice. The principal findings are (1) while new-in-practice pathologists and their employers report residency generally prepared them well for practice, some areas—billing and coding, laboratory management, molecular pathology, and pathology informatics—consistently were identified as being important in practice but inadequately prepared for in residency; (2) other areas—autopsy pathology, and subspecialized apheresis and blood donor center blood banking services—consistently were identified as relatively unimportant in practice and excessively prepared for in residency; (3) the notion of a single comprehensive model for categorical training in residency is challenged by the disparity between broad general practice in some settings and narrower subspecialty practice in others; and (4) the need for preparation in some areas evolves during practice, raising questions about the appropriate mode and circumstance for training in these areas. The implications of these findings range from rebalancing the emphasis among practice areas in residency, to reconsidering the structure of graduate medical education in pathology to meet present and evolving future practice needs.

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Informatics Training for Pathology Practice and Research in the Digital Era

Cited by 9 publications

References 9 publications

Informatics driven quality improvement in the modern histology lab

Informatics driven quality improvement in the modern histology lab

Building a precision oncology workforce by multidisciplinary and case-based learning

Evidence-Based Alignment of Pathology Residency With Practice II: Findings and Implications

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