Despite recent efforts in medicine to minimize diagnostic errors in healthcare, a gap persists in the formal education of pathology trainees in quality improvement and patient safety and error management. This study evaluates a formal curriculum developed and implemented over one year at a pathology residency training program aimed at addressing this educational gap for pathology trainees. A year-long curriculum was developed and implemented involving didactics, small group discussions, and case-based exercises known as error management cases of the week. Pre- and post-curricular surveys assessed trainees' attitudes, beliefs, skills, and confidence related to quality improvement and patient safety. The curriculum's success was measured via participation rates, changes in trainees' attitudes, beliefs, skills, and confidence related to quality improvement and patient safety as measured through surveys, and longitudinal comparisons with national resident survey results. The pre-survey revealed a pressing need for quality improvement and patient safety training, especially among early trainees. Postcurriculum, trainee participants demonstrated significant improvement in confidence and application of quality improvement and patient safety methodologies. This was further supported by an increase in the pathology trainees’ participation in safety event investigations compared to averages from a national survey. The study highlights the effectiveness of a structured quality improvement and patient safety curriculum in enhancing trainee competence and confidence, suggesting a template for wider adoption in pathology residencies. The curriculum's success in shifting attitudes and skills advocates for its integration into national residency programs, promoting a culture of safety and open error management in the field of pathology.

Podcasts serve as an easy, affordable, and on-the-go experience for listeners of all types, particularly those casually broaching a new subject they are interested in learning more about. Podcasting as a tool for pathology education has had a growing reach for several years, and has gained traction as an academic work product for medical education, promoting journals and articles, and attracting trainees to pathology. Yet, there is sparse academic literature reviewing the topic. In this article, we aim to provide a qualitative synthesis of peer-reviewed and other online sources, with objectives including introducing podcasting, reviewing its role in medical education, and exploring issues unique to pathology. National podcasting trends, advantages, and limitations of podcasts in pathology will be covered. Additionally, a comprehensive list of pathology podcasts, quantitative analysis of select podcast downloads, and practical steps for pathologists interested in creating their own podcasts will also be provided.

EPAs can be leveraged to tailor grossing schedules, ensuring that residents develop essential skills at a pace suited to their individual progress and proficiency.This personalized model fosters both autonomy and structured learning, enabling residents to gradually take on more complex cases as their competencies grow.Methods: We designed three grossing goal levels to guide this progression: Level 1 Goal: Familiar with work flow, IT system and work under supervision.Level 2 Goal: Handle simple, routine cases independently.Level 3 Goal: Process more complex cases in certain subspecialties with minimal assistance.Level 4 Goal: Manage all complex cases independently and apply innovative approaches to grossing for optimal pathology demonstration in unique specimens.Residents advance through these levels based on evaluations from pathologists' assistants, typically spending 4-8 weeks at each level.The grossing schedules are then adapted to reflect their progression: Level 1-2 Residents: Scheduled for grossing 4 hours twice a week.Level 2 Residents: Grossing for 4 hours once a week and 2 hours twice a week.Level 3 Residents: Enjoy a flexible schedule, with a minimum of 4 hours of grossing per week, and an additional 4 hours dedicated to other activities such as supervising junior residents.Participating QA/QI projects or covering frozen sections.Results: This EPA-based system has been successfully implemented, with residents providing positive feedback on the structured yet flexible approach to their learning.Integrating EPAs into the grossing schedule promotes self-directed learning, accountability, and professional growth.Additionally, it streamlines workflow efficiency in the gross room by aligning tasks with resident competencies, creating a more balanced and productive environment.Conclusions: In conclusion, the utilization of EPAs for personalized resident grossing schedules represents a significant step forward in competency-based education in pathology.It enhances both resident development and patient care, preparing future pathologists for independent, confident practice.

and printed with multi-materials via Bambu-Lab-X1C 3D-Printers to replicate anatomical and pathological structures.The OER was piloted in integrated teaching activities within Women's Health courses.Feedback from students and educators was collected to refine its adaptability.Future research will employ pre/post surveys and quantitative analysis to objectively evaluate its impact on learning outcomes in 2025 course iterations.Results: Preliminary feedback revealed that the 3D-printed models enhanced student engagement, improved conceptual understanding of complex pathology, and fostered interactive learning.Educators highlighted the resource's versatility in medical education, residency training, and undergraduate STEM courses.Its modular design supports customized content delivery, reduces dependence on costly textbooks, and increases accessibility.The project provides scholarly collaboration opportunities for faculty and students.Conclusions: This OER exemplifies an innovative integration of pathology with other sciences, leveraging 3D printing technology to deepen understanding and engagement.Its scalable, multidisciplinary framework serves as a model for enhancing pathology education and could be extended to other organ systems, transforming teaching across diverse learning environments.

Pathology is vital to healthcare but remains underrepresented in medical education, with limited awareness among pre-medical students. Bridging this gap early may enhance interest in pathology. This study evaluates the impact of participating in a Pathology Mini-Bootcamp class on pre-medical undergraduate students' knowledge and career interest. The two-week bootcamp curriculum combined virtual learning and in-person hands-on experiences covering disease mechanisms, diagnostics, and pathology's role in patient care. Pre- and post-quizzes assessed participants' knowledge and interest in pathology-related careers. Postbootcamp quiz scores improved significantly, increasing from an average of 13/30 to 23/30 points. All participants cited hands-on activities as the most engaging component. Additionally, 71.4% reported a higher likelihood of considering pathology. Seven students in total participated in this pilot class, with four committing to pursuing medical school, one to a pathologists' assistant program, one to a physician assistant program, and one to a perfusion program at the end of the class. The bootcamp successfully increased pathology knowledge and interest. One participant noted: “The course was an amazing experience and organized really well. It gave a great idea for what learning histology in medical school would be like. Also, learning about all of the careers in pathology and many different ways to get involved in the vast field was executed very well. Overall, I really enjoyed the course and learned a lot.” These findings highlight the value of early exposure to pathology in recruiting future pathologists. Future efforts should refine strategies to enhance long-term engagement and career selection in pathology.

and printed with multi-materials via Bambu-Lab-X1C 3D-Printers to replicate anatomical and pathological structures.The OER was piloted in integrated teaching activities within Women's Health courses.Feedback from students and educators was collected to refine its adaptability.Future research will employ pre/post surveys and quantitative analysis to objectively evaluate its impact on learning outcomes in 2025 course iterations.Results: Preliminary feedback revealed that the 3D-printed models enhanced student engagement, improved conceptual understanding of complex pathology, and fostered interactive learning.Educators highlighted the resource's versatility in medical education, residency training, and undergraduate STEM courses.Its modular design supports customized content delivery, reduces dependence on costly textbooks, and increases accessibility.The project provides scholarly collaboration opportunities for faculty and students.Conclusions: This OER exemplifies an innovative integration of pathology with other sciences, leveraging 3D printing technology to deepen understanding and engagement.Its scalable, multidisciplinary framework serves as a model for enhancing pathology education and could be extended to other organ systems, transforming teaching across diverse learning environments.

The unfounded belief that changing answers during an examination will usually result in a diminished score due to the likelihood of changing correct responses to incorrect responses persists despite overwhelming evidence to the contrary. Ninety two percent of the Pathology Residency Program Directors responding to this survey had been told this sometime during their career. Although the majority of Program Directors reported not propagating this belief, 14 % still reported providing advice to their trainees to not change answers during an examination. A simple, overarching directive concerning changing answers is not possible given the complexity of this topic and the variables that have been discovered that influence answer-changing behavior. The influencing factors include academic ability, item difficulty, preexisting bias, the use of item marking, time for item reconsideration, and the metacognition of the examinees particularly with respect to the confidence they have in the change in the item selection. A more thorough explanation of these influencing factors should be given to trainees prior to an examination to achieve a truer evaluation of their knowledge and skills and improve the validity of the examination.