PubMed · 3747073
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A E Crowley. 1986-09-26. Residents serving without remuneration.. https://doi.org/10.1001/jama.256.12.1555
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PURPOSE: This report analyzes Medical Genetics and Genomics (MGG) training trends from 2015 to 2024. Understanding such trends is vital for developing targeted recruitment and workforce development initiatives. METHODS: Matriculation data from the American Board of Medical Genetics and Genomics (ABMGG) and publicly available data from the National Resident Matching Program (NRMP) Main Residency and Specialty Matches were reviewed. Descriptive statistics and linear regression analysis were used to compare growth among MGG training pathways and to analyze trends. RESULTS: From 2015 to 2024, there has been a small, but not statistically significant, increase in the total number of individuals who have matched into categorical MGG, combined Pediatrics (Peds)-MGG, and combined Internal Medicine (IM)-MGG residency programs as a whole. This has been driven by an increase in the number of matches to combined Peds-MGG programs. Matriculation into training programs has exceeded the number of matches in categorical MGG as some positions have been filled outside of the NRMP Match. The average match rate for all applicants in categorical MGG (87%) has been higher than that for Peds-MGG (52%). CONCLUSION: Growth in applicants to combined programs and matriculation into residency programs after the NRMP Match has been promising; however, these increases are not enough to fulfill growing workforce demands.
With the evolution of health care delivery systems, laboratories are being viewed as cost centers, and their value is being continually challenged. This requires pathologists to be adequately trained as leaders and managers. New training curricula for pathology residents have been developed, including combined didactic and mentor-based training. At the University of Utah, Salt Lake City, the combination of a large academic pathology department with a wholly owned commercial laboratory has allowed the development of a comprehensive 1-month didactic management course for senior residents. This course is designed to develop a broad-based foundation in laboratory management principles. The reinforcement of many of these principles, however, requires additional hands-on effort. We describe our first experience with this 1-month, theory based-teaching followed by a 3-month "real-world" experience based on a one-on-one mentor relationship between the director of laboratories and a senior resident, who assumed the role of the assistant director of laboratories.
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