[551] Improving Quality in Graduate Pathology Education at University of Miami – Implementation of a One Year Curriculum.

Carlos E Parra-Herran, Carol K Petito. U Miami Jackson Memorial Hosp, FL

Background: Participation in conferences and didactic sessions with faculty and guest speakers is a valuable component of resident training in pathology. In order to be successful, the organization of these activities should be done through strategic thinking and planning, considering the strengths and diversity of the trainers and the constantly changing needs of the trainees.
Design: Academic activities in the academic year 2009-10 were planned in a monthly basis. The main concerns of faculty and residents during that period were the lack of continuity in the topics presented and systems-based learning, frequent cancellations or rescheduling of sessions and small number of interactive anatomic pathology (AP) slide sessions. Accordingly, we developed a one year anatomic and clinical pathology systems-based curriculum before the start of the academic year. We compared the number and type of learning sessions between the 2009-10 and 2010-11 periods, as well as attendance and cancellation rate for the first two months.
Results: Changes in the number and type of academic sessions between the periods 2009-10 and 2010-11 are shown in Table 1.

COMPARISON CURRICULUM 2009-10 AND 2010-11. DEPARTMENT OF PATHOLOGY UNIVERSITY OF MAIMI
 2009-102010-11
 NUMBER%NUMBER%
No. ACTIVITIESAP64589045
 CP464211055
 TOTAL110 200 
AP SESSIONSLECTURE43674247
 SLIDE SESSIONS21334853
 TOTAL64 90 
CP SESSIONSLECTURES461009687
 CP ROUNDS001413
 TOTAL46 110 


The number of academic sessions increased in 81.8%. The number of CP activities increased as a result of adding formal CP rounds and lab management sessions. Furthermore, the number of didactic sessions with slides and case review increased for both AP and CP. Resident attendance during the first two months improved from 78% in 2009 to 90% in 2010. During this period, cancellation rate by faculty went from 20% in 2009 to 9.5% in 2010.
Conclusions: A one year systems-based curriculum is a model of a well structured, more effective way to deliver high quality education to pathology residents while, at the same time, facilitating faculty involvement. Giving structure and diversity promotes attendance and participation and eventually enhances both teaching and learning experiences.
Category: Education

Tuesday, March 1, 2011 9:30 AM

Poster Session III # 134, Tuesday Morning

 

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