Residency Training
Philosophy and Goals
The University of Massachusetts Pathology Residency Program trains pathologists for careers of excellence in either academia or private practice. Our program emphasizes acquisition of skills in General Anatomic and Clinical Pathology; and, at the same time, develops the special interests and talents unique to each individual. The variability of the graduating residents, not their uniformity, demonstrates this particular strength of our program.
Residents are taught on a one-on-one basis by the attending staff, and in addition are encouraged to teach, rather than to compete with each other. The training experience attempts to maximize exposure to clinical material with learning value, and to minimize repetitive taskwork. The latter is relegated, when possible, to experienced technicians who also help in resident teaching. Interpersonal communication skills are valued as part of the training process, and all departmental staff, regardless of position or rank, treat each other with mutual respect and courtesy.
The value of teaching has always been understood at the UMMS and teaching and conference time is considered sacred. Resident time is protected with the program having in place a system to decrease any interruptions during didactic sessions. Two Pathologists' Assistants are on staff to assist the residents at all times.
Teaching and research are viewed as essential facets of the discipline of Pathology. The tradition of teaching in Pathology at the University of Massachusetts is extraordinarily strong, particularly considering the young age of the Medical Center; it was founded in 1970, and the first pathology residents began their training here in 1979. The one person most responsible for this tradition is Dr. Guido Majno, chairman of the department for 18 years, and probably the most honored living pathologist. He is still active and teaching in the department, and sessions with him are times treasured by all.
Residents, as a formal part of their training, act as teaching assistants in the second year course, "The Biology of Disease" in the medical school. This commitment is structured so as not to interfere with clinical training, and there has been unanimous agreement that it enhances the training experience.
Research activity, either applied or basic, is strongly encouraged and supported at all levels. The majority of the residents in our program, even those not destined for an academic career, have felt stimulated enough to perform at least some publication-quality research. Many have presented their work at national meetings.
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