PubMed Health⌕ Search

PubMed · 15974812

Variability in cytologic-histologic correlation practices and implications for patient safety.

Abstract

CONTEXT: The Clinical Laboratory Improvement Amendments of 1988 require that laboratories perform cytologic-histologic correlation, although the optimal methods and the value of performing correlation have not been determined. OBJECTIVE: To determine the similarities and differences in how laboratories perform cytologic-histologic correlation. DESIGN: One hundred sixty-two American laboratories were sent a letter requesting copies of the materials they used in the cytologic-histologic correlation process. The returned materials were classified into the categories of forms, logs, and tally sheets. A checklist (derived from the College of American Pathologists Laboratory Accreditation Cytopathology Checklist) was developed to classify the "minimum expected" (15) and "additional" data points that laboratories collected when they performed a correlation. PARTICIPANTS: American pathology laboratories. MAIN OUTCOME MEASURES: Measures were percentage of laboratories that recorded minimum expected and additional data points and the frequency with which specific minimum expected data points were recorded. RESULTS: The response frequency was 32.1%, and a total of 84 cytologic-histologic correlation materials were obtained. The only minimum expected variables recorded on forms or logs by more than 50% of laboratories were cytology case number, sign-out cytology diagnosis, surgical pathology case number, and sign-out surgical pathology diagnosis. Nine (17.3%) laboratories did not record data on forms, logs, or tally sheets. The mean number of minimum expected and additional variables recorded on forms was 6.5 and 8.7, respectively. CONCLUSIONS: Laboratories record data from the cytologic-histologic correlation process in a number of ways, indicating the lack of standardization of the data collection process.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Colleen M Vrbin, Dana M Grzybicki, M Sue Zaleski, Stephen S Raab. 2005. Variability in cytologic-histologic correlation practices and implications for patient safety.. https://doi.org/10.5858/2005-129-893-viccpa

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Teaching development in undergraduate and graduate medical education.

Faculty members from three different institutions, each with long-standing experience teaching development, present strategies for teaching normal development in undergraduate and graduate medical education. This article provides an overview of licensing body requirements, teaching methodology, audiovisual and textbook resources, goals and objectives (knowledge, skills, and attitudes), and sample curricula for teaching human development to medical students, general psychiatry residents, and child and adolescent psychiatry residents. The challenges of teaching development to various groups of trainees with different required course lengths and expected levels of competency, using lifespan and topical approaches, are reviewed.

Accreditation↗

Developing a psychopathology curriculum during child and adolescent psychiatry residency training: general principles and a problem-based approach.

Psychopathology is one of the core elements in a curriculum on child and adolescent psychiatry. Because there is no best-evidence model described for teaching this topic, an approach must be developed in each program that meets the standards set out by the Residency Review Committee and fully prepares its graduates to be competent child and adolescent psychiatrists. Methods used for teaching psychopathology may vary widely among programs and should be based on a sound educational rationale and adult learning principles that emphasize life-long, self-directed learning. This article describes an overall approach to curriculum design and expands on the use of problem-based learning as an educational method for teaching psychopathology in a child and adolescent psychiatry residency program.

Accreditation↗

Teaching evidence-based psychotherapies.

Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.

Accreditation↗