Practical Scientific Writing and Publishing in Anatomic Pathology

Abstract

Abstract Objectives To develop a structured, introductory curriculum in scientific writing and publishing for residents in anatomic pathology. Methods We assessed the need for this curriculum by using an online questionnaire sent to anatomic pathology residents in our program and tailored content to address areas of least familiarity. The curriculum consisted of 4 virtual lectures delivered by select experts in the field. Curriculum evaluation was assessed through a postcurriculum questionnaire. Results In total, 27 of 31 (87%) residents responded to the initial questionnaire. The major educational need was identified in the following topics: “responsibilities of a corresponding author”; “selecting a journal for publication”; “editor’s approach to evaluating a manuscript”; “correspondence with editors and reviewers”; and “open access, cost and increasing exposure to manuscript.” Eight residents participated in at least 3 of 4 lectures and completed the pre- and postcurriculum survey. The postcurriculum survey demonstrated statistically significant interval increases in familiarity with 7 of 18 topics, and the leading increases were noted in topics of most significant educational need. Conclusions Development of novel curricula is vital to the ever-changing landscape of pathology resident education. This study proposes a generalizable algorithmic approach to assessing new areas of educational need and effectively addressing them through targeted curricula.