Review ArticlesThe Implementation of an Introductory Surgical Pathology Didactic Series to Transition First Year Residents and Facilitate Upper Level Resident TeachingMehr, Chelsea R. MD; Montone, Kathleen T. MD; Schwartz, Lauren E. MDAuthor Information Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, Philadelphia, PA The authors have no funding or conflicts of interest to disclose. Reprints: Lauren E. Schwartz, MD, Department of Pathology and Laboratory Medicine, Hospital of the University of Pennsylvania, 3400 Spruce Street, Philadelphia, PA 19104 (e-mail: [email protected]). Advances In Anatomic Pathology: May 2019 - Volume 26 - Issue 3 - p 210-214 doi: 10.1097/PAP.0000000000000229 Buy Metrics Abstract The increasing complexity of the practice of pathology and health care in general requires that pathology residents acquire a vast number of skills during their training. This has been reflected by the broad range of skills addressed in the Accreditation Council for Graduate Medical Education (ACGME) milestones. In order to address some of these milestones, our residency program instituted an introductory didactic series in surgical pathology that focused on 2 objectives. First, the didactics provided basic grossing and histology training to first year residents transitioning from medical school. Second, the sessions allowed upper level residents to refine their teaching and communication skills at the microscope and therefore served as an important career development tool. Surveys of both first year residents and the upper level residents that led these sessions confirm the utility of these didactics and the use of upper level residents to teach junior trainees. In addition, these sessions led to a dramatic increase in RISE scores among first year trainees. An introductory series with upper level residents leading slide sessions could easily be replicated at other institutions and provide similar benefits. Copyright © 2019 Wolters Kluwer Health, Inc. All rights reserved.