Professionalism in residency training: A compilation of desirable behaviors and a case-based comparison between pathologists in training and practice

Professionalism is one of the most important competencies for physicians but is also the most difficult to teach, assess, and manage. To better understand professionalism in pathology, we surveyed practicing pathologists and pathology residents and fellows in training. We identified 12 key desirable attributes of professionalism. In addition, 8 case scenarios highlighting unprofessional behavior were presented, and results between pathologists in practice and in training were compared. No significant differences between attending pathologists and residents were identified in how these cases should be managed. Our study demonstrated remarkable concordance between practicing pathologists and residents as to what constitutes professionalism and how to manage unprofessional behavior. Our case-based approach can be a useful technique to teach professionalism to both pathologists in practice and in training

The Continuing Fellowship Conundrum

The debate for a fair, equitable, and reasonable pathology fellowship application and selection process has been an ongoing issue with ebb and flow over approximately the past 10 years. The authors of this commentary have been closely involved with the fellowship issue over the past decade and have been part of the effort to achieve a workable solution with widespread support. Possible solutions to the concerns raised by various parties have included efforts to implement a uniform timeline, a formal match through the National Resident Match- ing Program (NRMP), a formal match through the San Fran- cisco Matching Program, and most recently (and the focus of this commentary) a Code of Conduct (Honor Code) and appli- cation clearing house overseen by the Association of Pathology Chairs (APC). Table 1 summarizes these efforts and their out- comes to date

The Pathologist as Poet

The role of the humanities (eg, philosophy, bioethics, literature, music, theater, religion, anthropology) in medical education has been argued long and hard for decades. It is argued that the study of subjects included in the humanities can enhance critical thinking skills, foster a deeper level of learning and understanding, and help to enhance one’s level of compassion, empathy, and moral/ethical reasoning. It is the author’s contention that writing and reading poetry (as an example of a personal pursuit in the humanities) can help achieve these goals not only in our contact with patients but also in our contact with other humans and cultures in the world at large

The Ethics of Ambiguity

Understanding and embracing uncertainty are critical for effective teacher–learner relationships as well as for shared decision-making in the physician–patient relationship. However, ambiguity has not been given serious consideration in either the undergraduate or graduate medical curricula or in the role it plays in patient-centered care. In this article, the author examines the ethics of ambiguity and argues for a pedagogy that includes education in the importance of, and tolerance of, ambiguity that is inherent in medical education and practice. Common threads running through the ethics of ambiguity are the virtue of respect, and the development of a culture of respect is required for the successful understanding and implementation of a pedagogy of ambiguity