Progress Toward Improved Leadership and Management Training in Pathology

Weiss, Ronald L.; Hassell, Lewis; Parks, Eric R.

doi:10.5858/arpa.2013-0288-ra

Cited by 11 publications

(8 citation statements)

References 6 publications

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“…Pathology residents should have the opportunity to both see and practice the application of management principles they learn. 10 …”

Section: Discussionmentioning

confidence: 99%

“…Residency training programs have for years employed a variety of approaches to meeting these training needs in management knowledge and skills. 10,14-15,24 Techniques range from didactic lectures, to commercially available curricula like the LMU, to mandatory rotations in management. In 1 example of the latter approach, the Department of Pathology of Hofstra Northwell School of Medicine combines observational and active participation into a 1-month rotation.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility

et al. 2016

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With the changing landscape of medicine in general, and pathology in particular, a greater emphasis is being placed on laboratory management as a means of controlling spiraling medical costs and improving health-care efficiency. To meet this challenge, pathology residency programs have begun to incorporate formal laboratory management training into their curricula, using institutional curricula and/or online laboratory management courses offered by professional organizations. At the University of Utah, and its affiliated national reference laboratory, ARUP Laboratories, Inc, interested residents are able to supplement the departmental lecture-based and online laboratory management curriculum by participating in assistant medical directorship programs in one of several pathology subspecialty disciplines. The goals of many of the assistant medical directorship positions include the development of laboratory management skills and competencies. A survey of current and recent assistant medical directorship participants revealed that the assistant medical directorship program serves as an excellent means of improving laboratory management skills, as well as improving performance as a fellow and practicing pathologist.

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“…Pathology residents should have the opportunity to both see and practice the application of management principles they learn. 10 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility

et al. 2016

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“…8 Despite the obvious necessity, teaching management, leadership, and informatics during residency training can be challenging. [9][10][11][12] Anatomic pathology (AP) rotations are often very busy with clinical workload, resulting in limited time to focus on management and informatics issues. As a result, management activities are often delegated to clinical pathology (CP) rotations or elective time.…”

Section: Introductionmentioning

confidence: 99%

Using Focused Laboratory Management and Quality Improvement Projects to Enhance Resident Training and Foster Scholarship

et al. 2017

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Training in patient safety, quality, and management is widely recognized as an important element of graduate medical education. These concepts have been intertwined in pathology graduate medical education for many years, although training programs face challenges in creating explicit learning opportunities in these fields. Tangibly involving pathology residents in management and quality improvement projects has the potential to teach and reinforce key concepts and further fulfill Accreditation Council for Graduate Medical Education goals for pursuing projects related to patient safety and quality improvement. In this report, we present our experience at a pathology residency program (University of Iowa) in engaging pathology residents in projects related to practical issues of laboratory management, process improvement, and informatics. In this program, at least 1 management/quality improvement project, typically performed during a clinical chemistry/management rotation, was required and ideally resulted in a journal publication. The residency program also initiated a monthly management/informatics series for pathology externs, residents, and fellows that covers a wide range of topics. Since 2010, all pathology residents at the University of Iowa have completed at least 1 management/quality improvement project. Many of the projects involved aspects of laboratory test utilization, with some projects focused on other areas such as human resources, informatics, or process improvement. Since 2012, 31 peer-reviewed journal articles involving effort from 26 residents have been published. Multiple projects resulted in changes in ongoing practice, particularly within the hospital electronic health record. Focused management/quality improvement projects involving pathology residents can result in both meaningful quality improvement and scholarly output.

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“…6 Lastly, advocates who campaign for additional time in the curriculum, such as the informatics community has been doing, often forget that there are other domains with advocates who just as forcefully believe additional time should be given to their specialty and are just as vociferous with their calls for inclusion. 7,8 Programs then struggle with prioritization of these requests. Because of this, there has been increasing focus on understanding how best to address the current disconnect between what is needed and what is currently provided.…”

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confidence: 99%

The Challenge of Integrating Informatics Training During Residency

Riben

2014

American Journal of Clinical Pathology

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This month's issue continues the Journal's series on issues related to education and training in pathology and laboratory medicine. 1 As the practice of medicine evolves and changes, so too must pathology and laboratory medicine. With new knowledge, new types of procedures and tests, and new technologies, the specialty and, consequently, the training programs responsible for producing the next generation of practitioners must continue to adapt. This is hard. Change is hard. This challenge is amplified by the sheer size of the domain we as pathologists aspire to master during training.The maturation of informatics as a defined discipline in the practice of medicine has had an ever-increasing impact on the practice of pathology and laboratory medicine. While the recent decision to make the practice of medical informatics a board-certified specialty might have added a certain level of legitimacy for individuals who have dedicated themselves to informatics, the true benefits of applied informatics for pathology rest in the ability to integrate these concepts and technologies with the core components of the domain.Our specialty has been at the forefront of this transformation because of the dedication and revolutionary spirit of those who chose to pursue it in the past. While these pioneers have advocated for the inclusion of informatics training for nearly 30 years, it is clear that significant challenges remain regarding the exact composition of competencies required by pathologist trainees in informatics and exactly how to integrate this training into the current training paradigm. 2,3 In this issue of the Journal, Rao and Gilbertson 1 identify a major impediment to the training of residents in informatics as the incongruity between the duration of dedicated time allotted (a typical residency rotation) for informatics training and the cadence by which real-world informatics projects progress to completion. They have proposed a longitudinal model of informatics educational engagement consisting of four components-foundation, immersion, refinement, and expertise (FIRE). Their engagement model begins immediately upon matriculation into the residency and extends for the entire period up to graduation. The model proposes to start the education quite broadly (foundation) and allow residents to focus their involvement (immersion) based on their interests, such that it is anticipated that no two residents would necessarily follow the same course of longitudinal engagement. Continuous mentoring and assessments would then aid in refinement of the trainee's competency, with the ultimate potential for an outcome of becoming a subject matter expert. This is an added benefit for trainees, yielding potential to increase their marketability for future employment, not unlike the current trend to pursue subspecialty fellowships. This framework also allows for graduated responsibility, which ultimately manifests, upon expert-level attainment, with direct integration into the operational aspects of informatics for the department.To un...

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Progress Toward Improved Leadership and Management Training in Pathology

Cited by 11 publications

References 6 publications

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility

Using Focused Laboratory Management and Quality Improvement Projects to Enhance Resident Training and Foster Scholarship

The Challenge of Integrating Informatics Training During Residency

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