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eBook details
- Title: Curriculum Content and Evaluation of Resident Competency in Clinical Pathology (Laboratory Medicine): A Proposal (Special Report) (Conference Notes)
- Author : Clinical Chemistry
- Release Date : January 01, 2006
- Genre: Chemistry,Books,Science & Nature,
- Pages : * pages
- Size : 354 KB
Description
Clinical pathology (CP), (12) also referred to as laboratory medicine, is an expansive discipline that is anchored in the clinical laboratory and encompasses a fund of knowledge, reasoning, and skills in pathophysiology, diagnostics, and therapeutics. The appropriate constituents of training in this field and the best means for evaluating adequacy of that training are topics of continuous evolution, as they are in all fields of medical practice. In the case of CP, several different training traditions exist. In the United States, a highly academic venue with a focus on translating research laboratory technologies into clinical practice ("Laboratory Medicine") has combined with a community practice-based tradition emphasizing clinical consultation and resource management ("Clinical Pathology") to produce training programs that integrate all the diverse subdisciplines of CP and which are centered under the broader aegis of pathology. This cohesive training, research, and service environment distinguishes the discipline in the United States; in contrast, in much of the rest of the world training in the subdisciplines more frequently remains discrete and/or embedded within other medical specialties. As such, training in the United States, and in those other countries which share this approach, must not only convey subdiscipline-specific information but also enshrine the common approaches, competencies, and world view shared by these pathology subdisciplines. Ten years ago, 4 major pathology organizations [Association of Pathology Chairs, College of American Pathologists (CAP), Academy of Clinical Laboratory Physicians and Scientists (ACLPS), and American Society for Clinical Pathology] formed a conjoint committee to examine issues related to optimal CP training, which culminated in publication of the Graylyn Conference Report (1). The major conclusions from that conference are summarized in Table 1. Since then, however, several major shifts in clinical practice and in the philosophy behind residency education and evaluation have occurred. In particular, the Accreditation Council for Graduate Medical Education (ACGME) has mandated the development of a defined educational program (i.e., curriculum) for trainees in all medical specialties, focused on 6 main areas of competency: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice (2). A second major change was the reduction in the total time period required by the American Board of Pathology for pathology training by 12 months, from 5 years to 4 years in the case of combined anatomic pathology (AP)/CP certification qualification and from 4 years to 3 years for qualification in AP alone or CP alone. In response to these changes, the Association of Directors of Anatomic and Surgical Pathology recently published a proposal for an "idealized" curriculum for AP training (3-5). In a parallel fashion, ACLPS has now formulated a similar document for CP training, which forms the basis of this report. To accomplish this goal, the ad hoc committee of ACLPS (a) reviewed subdiscipline CP curricula that were previously published, especially in the areas of transfusion medicine (6), molecular diagnostics (7), laboratory management (8), and informatics (9), as well as broader curriculum documents in the field (10, 11); (b) reviewed the CP curriculum in use at 11 institutions that volunteered to supply their programmatic documentation (Stony Brook University Hospital, University of Alabama at Birmingham, University of Minnesota, University of Southern California, University of Texas at San Antonio, University of Utah, University of Vermont, University of Virginia, Weill Medical College of Cornell University, William Beaumont Hospital, and Yale University); and (c) produced a draft proposal that was subsequently reviewed by an additional coterie of members and nonmembers drawn from academic, com