ArticleJournal of family & community medicine
Perception of laboratory management and quality improvement concepts of Saudi anatomic pathology residents and graduates: Venues for improvement.
Article in Journal of family & community medicine. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundLaboratory management and quality improvement (LMQI) is a fundamental nondiagnostic skill for the daily practice of pathologists. Studies recognized a knowledge gap in LMQI in postgraduate training programs with non-uniform outcomes. Measurement of this gap and corrective curricula modifications was embraced by many postgraduate programs. Similar assessment of the LMQI knowledge status in Saudi anatomic pathology (AP) residents and graduates is lacking. The aim of this study was to assess Saudi AP residents' perceptions of LMQI concepts, and AP graduates' feedback on the usefulness of LMQI training for their practice as pathologists, and propose a revised LMQI curriculum. MATERIALS AND
methodsA nonexperimental mixed-methods study was conducted between August 1 to August 31, 2020. An online questionnaire containing multiple-choice and closed-ended questions assessed LMQI learning experiences of AP residents and graduates. A comparative assessment of LMQI curricula was done between Saudi and international AP postgraduate programs as a benchmark. Descriptive statistics were computed to summarize the participants' demographic characteristics and the surveyed variables using SPSS.
resultsA remarkable LMQI knowledge gap was noted at all residency levels, which was mirrored by the graduates' feedback of difficulties in LMQI issues they were encountering as junior pathologists. The LMQI curricula assessment in Saudi AP programs revealed that the objectives and evaluation methods were vague. A revised competency-driven longitudinal LMQI curriculum with clear expectations and evaluation methods is proposed.
conclusionLMQI as an objective has been translated differently in the current Saudi AP programs with limited experiential LMQI learning resulting in suboptimal and inhomogeneous outcomes. This requires a unified model with longitudinal, competency-based experiential training.
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