Recommended Curriculum for Teaching Hematopathology to Subspecialty

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other tissues. Morphologic features, labo- ratory testing, and ancillary immunophenotypic, molecular, and cytogenetic findings all have a role in the diagnosis of hematopathologic processes and require the integration of var- ious diagnostic techniques and ancillary studies. As a result, hematopathology represents a significant discipline to master, whether in an academic or private practice setting. Interpretation and understanding of the tools used in diagnos- tic hematopathology are essential to the correct diagnosis of hematolymphoid diseases, monitoring of responses to therapy, and prediction of prognosis. A proposal for curriculum reform in clinical pathology residency training, the Graylyn Report, was put forward in 1995 by the Conjoint Task Force on Clinical Pathology Residency Training, a collaborative effort of the Academy of Clinical Laboratory Physicians and Scientists, the American Society for Clinical Pathology (ASCP), the Association of Pathology Chairs, and the College of American Pathologists (CAP) 1 and provided an early model for development of spe- cific training curricula to ensure that pathology trainees receive comprehensive training to ensure competence. Since that time, specific recommendations have been published for training in transfusion medicine, 2 molecular pathology, 3 man- agement, 3 and informatics, 4 but there are no publications defining critical topics, listing key resources, or describing training experiences for the complex area of hematopatholo- gy. Therefore, the members of the education committee of the Society for Hematopathology developed a list of curriculum topics in hematopathology for subspecialty fellowship Am J Clin Pathol 2007;127:962-976 963 963 DOI: 10.1309/6C41Q30M5RM83QMH 963 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE trainees that will help ensure coverage of major topics in hematopathology and will be of use to directors of hematopathology fellowship programs in development of their training programs. Curriculum Content and Design Concepts integral to hematopathology that impact all lab- oratory medicine disciplines include the selection of appropri- ate methods (ie, flow cytometry, immunohistochemistry, or enzyme cytochemistry, various cytogenetic techniques, and a variety of molecular techniques) in the evaluation of diverse specimens (ie, peripheral blood, body fluids, BM specimens, and tissue specimens) for benign and malignant disease states. Hematopathology trainees should have a central role at all stages in the evaluation of these specimens. For example, a trainee may be responsible for the preliminary evaluation of BM specimens on a particular case (ie, BM aspirate and/or core biopsy specimen) to determine triaging of specimens for flow cytometry, appropriate cytogenetic studies, and molecular studies. In addition, if special stains, including immunohisto- chemical stains, are indicated based on the clinical history or findings within the BM aspirate smear or BM core touch preparation, trainees may be responsible for ordering the appropriate stains. Likewise, trainees may be given responsi- bility for directly processing or supervising the processing of fresh tissue specimens submitted for clymphoma workup d and determination of allocation of tissue for ancillary studies (ie, flow cytometry, cytogenetic studies, and/or molecular studies). Other topics unique or especially important to hematopathology include analytic hematology and review of peripheral blood smears and body fluid preparations; evalua- tion of special hematology test results, including hemoglobin electrophoreses; BM pathology; lymph node pathology; splenic pathology; evaluation of various types of tissue for lymphomatous involvement; molecular hematopathology; cytogenetics; and coagulation testing. The level of responsibil- ity given to trainees may be graduated to reflect experience of the supervising fellow and institutional policies. Hematopathology fellowships vary in length of training, although only 1 year of training is required for subspecialty certification by the American Board of Pathology. Most pro- grams offer a 1- or 2-year training experience. In addition to acquisition of knowledge and competency in the diagnosis of clinical hematopathologic processes, the Accreditation Commission for Graduate Medical Education (ACGME) also requires trainee exposure to research, education, and laborato- ry management and administration. Thus, fellowship training should include exposure to all these aspects of hematopathol- ogy, although significant research experience may require longer fellowship training. Most of the time, 1-year hematopathology subspecialty training programs focus on clinical disease states of blood, BM, lymph node, and spleen and evaluation of various extra- nodal and extramedullary tissue specimens for involvement by hematolymphoid diseases. Ancillary tools, such as flow cytometry and immunohistochemistry, are generally included in the evaluation of these various types of specimens. However, if flow cytometry and/or immunohistochemistry is not incorporated into the general evaluation of these specimen types, experience in interpretation of these diagnostic tech- niques should be attained through separate rotations in these fields. In addition, cytogenetic and molecular studies are also generally incorporated into the final hematopathology diag- nostic reports, and trainees should have ample exposure to cytogenetic and molecular testing that applies to diagnostic hematopathology. Likewise, subspecialty residents should be given the opportunity to have training time in special hematol- ogy, analytic hematology, and coagulation to be familiar with the technical and interpretative testing in these areas. Clinically, residents generally require 4 to 8 weeks of training to gain sufficient confidence to answer consultative questions. 5 Peripheral smear review, request for BM for eval- uation of acute leukemia or immune thrombocytopenic purpu- ra, or a tissue evaluation for a possible high-grade lymphoma are common topics for routine and after-hours consultations in hematopathology, and exposure to these areas should occur early in the program and be reinforced by actual consultative experiences. Fellow presentations on aspects of hematopathology can be integrated into sign-out sessions or existing hematopathology or multidisciplinary conferences to encourage integration of didactic material from a variety of sources and to encourage trainees to use the literature in approaching a specific clinical problem. Fellowship trainees should be given the opportunity to reinforce and explore clinical learning through participation in research projects and should be strongly encouraged to have scholarly productivity. These activities may include a variety of formats, including clinical case reports, assisting in prepa- ration of book chapters, more extensive clinical-pathologic correlative projects, method development or comparisons, test validation, and translational studies and basic bench research, depending on the length of the fellowship and availability of appropriate mentors. Some trainees may develop a stronger interest in one aspect of hematopathology, such as cytogenet- ics or molecular genetics. Research and additional training in these areas should be encouraged through additional laborato- ry, clinical, or research training in these areas. Research training should focus on use and interpretation of the current literature, study design, and data interpretation and presentation no matter what research format is chosen by the trainee. In addition, appropriate training in the logistics of research, including ethical conduct of research, institutional 964 Am J Clin Pathol 2007;127:962-976 964 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS research board or animal use approval, and protection of pro- tected patient information should be addressed. For research to be carried out during the relatively limited training programs in most institutions, care must be taken to identify research proj- ects early in training to allow trainees sufficient time to devel- op and carry out an appropriate research project during times of lighter clinical service loads or during elective months des- ignated for research activities. Trainees should also be encour- aged to present research at an appropriate national meeting. Training in hematopathology necessarily uses a variety of teaching formats. A carefully crafted series of directed read- ings and/or didactic lectures should be supplemented by prac- tical experiences such as direct observation or performance of certain procedures, case-focused rounds in the laboratory and/or the clinical unit, microscopic sign-out of cases, on-call responsibility for hematology and hematopathology problems and consultations, and participation in laboratory and interde- partmental quality improvement activities and conferences. The importance of role models 4faculty actively engaged in the practice of hematopathology who interact with clinicians and laboratory professionals 4cannot be overemphasized. Similarly, graded responsibility, beginning with carefully supervised activities and progressing to consultations and front-line on-call responsibility (with appropriate attending physician backup), is essential to reinforce knowledge and develop professionalism. Participating in a call rotation with responsibility for after-hours laboratory and clinical consulta- tions reinforces didactic lessons. In addition, hematopathology fellow trainees have a cru- cial role in the training of pathology residents or medical stu- dents as they rotate through the hematopathology service, and teaching of less experienced trainees will help solidify the fel- low trainee 9s knowledge base. Hematopathology fellow trainees should have extensive contact with lower level resi- dent trainees or medical students and work with them to review and work up difficult cases. Fellow trainees should allow lower level residents the opportunity to review cases independently and be available for additional informal discus- sion or teaching about the case, before review by the attending hematopathologist. In addition, most programs require hematopathology fellow trainees to teach in a more formal setting, by lecturing to other residents, attending physicians, or medical students or by presenting conferences. Fellows may also be asked to run microscopic or case presentation ses- sions that require appropriate discussion of salient microscop- ic morphologic features, ancillary testing, and the diagnostic entity. These more formal teaching experiences will allow evaluation of the trainee 9s teaching efficacy and style. Documentation and formal evaluation of teaching activities by hematopathology attending physicians and by students and residents who have been exposed to teaching by the fellow trainee should be maintained by the program director. Laboratory management, particularly as it pertains to hematopathology, should be included in the curriculum (see the following section), and trainees should be encouraged to participate in laboratory administrative duties including qual- ity assurance (QA), laboratory regulatory issues, and laborato- ry inspections. Hematopathology Curriculum Topics As noted, hematopathology fellowship trainees are required to learn about a broad range of topics and testing modalities to ensure competence in the area of hematopathol- ogy. General areas that should be addressed in the curriculum of a hematopathology fellowship to ensure adequate training, meet with ACGME requirements, and allow trainees to be pre- pared for the American Board of Pathology subspecialty examination in hematology are given in the following list. This listing reflects general subject areas that should be addressed during training according to the methods most suit- able to the specific training program and may not be all-inclu- sive. Hematology Laboratory Trainees must be familiar with the instrumentation and interpretation of testing from hematology analyzers and interpretation of peripheral blood smears and body fluid specimens. 6-9 This requires familiarity with morphologic appearances of a variety of disorders and understanding of basic clinical-pathologic use of data generated in evaluation and use of appropriate reference intervals. 10-13 Pediatric and adult specimens should be addressed. 4,14,15 In addition, per- formance, quality control (QC), and interpretation of special hematology-related staining for characterization of hematolym- phoid processes in blood or BM should be included. 4,7,10,16 Suggested topics should include the following: I. Hematology analyzers A.Sources of age-appropriate reference intervals for peripheral blood characteristics of an ideal automated hematology analyzer for pediatric and adult specimens B.Use of quantitative nucleated RBC counts and reticulo- cyte counts C.Interpretation of RBC indices to characterize anemias D.Limitations and uses of automated WBC differentials II. Morphologic analysis of blood and fluid preparations A.Appearance of the following conditions or features on cytocentrifuge preparations from body fluid specimens 1.Acute leukemia or blasts (lymphocytic and myeloid) 2.Malignant lymphoid cells 3.Remote cerebrospinal fluid (CSF) hemorrhage 4.CSF shunt changes Am J Clin Pathol 2007;127:962-976 965 965 DOI: 10.1309/6C41Q30M5RM83QMH 965 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE 5.Central nervous system tissue: neuroglia, choroid plexus, and ependymal cells 6.BM contamination of CSF 7.Chylothorax in a neonate 8.Malignant vs reactive tissue and mesothelial cells in ascitic and pleural fluids B.Recognition of features associated with the following disorders by examination of peripheral blood morpho- logic features 1.Chédiak-Higashi syndrome 2.May-Hegglin anomaly 3.Pelger-Huët anomaly 4.Alder-Reilly anomaly 5.Glucose-6-phospate dehydrogenase (G6PD) deficiency 6.Pyruvate kinase deficiency and other erythroenzy- mopathies 7.Hereditary spherocytosis 8.Hereditary elliptocytosis and poikilocytosis 9.Southeast Asian ovalocytosis 10.Sickle cell disease 11.Hemoglobinopathies other than sickle cell disease 12.Thalassemia 13.Iron deficiency anemia 14.Megaloblastic anemias (vitamin B 12 or folate deficiency) 15.Hemolytic anemias 16.Malaria 17.Immune thrombocytopenic purpura 18.Thrombotic thrombocytopenic purpura (TTP) 19.Leukoerythroblastic blood picture 20.Myelodysplastic syndromes (MDSs) 21.Hairy cell leukemia 22.Acute lymphocytic leukemia 23.Acute myeloid leukemia (AML) 24.Chronic myeloid leukemia 25.Chronic myelomonocytic leukemia 26.Chronic lymphocytic leukemia (CLL) and prolymphocytoid transformation 27.Prolymphocytic leukemia 28.Peripheralization of malignant lymphoma cells 29.Myeloid shift to immaturity 30.Artifacts: pseudothrombocytopenia due to clumping and platelet satellitosis 31.Abnormal platelet morphologic features (eg, May-Hegglin and gray platelet syndrome) III.Special hematology procedures It is recognized that not all training programs will have laboratories that perform all special hematology procedures and stains on a routine basis; however, trainees should under- stand the theory, performance, interpretation, and testing lim- itations for the listed tests. A.Enzyme cytochemical staining 1.Acid phosphatase and tartrate resistant acid phosphatase 2.Nonspecific esterases 3.Chloroacetate esterase 4.Myeloperoxidase 5.Sudan black B 6.Leukocyte alkaline phosphatase stain 7.Periodic acid 3Schiff stain 8.Terminal deoxynucleotidyl transferase staining 9.Giemsa staining for malaria and other organisms B.Heinz body stain C.G6PD enzyme testing D.Hemoglobin electrophoreses and high-pressure liquid chromatography analysis E.Osmotic fragility F.Serum viscosity G.Unstable hemoglobin by heat stability Bone Marrow BM evaluation is fundamental to hematopathology prac- tice and covers wide areas of benign, reactive, and overt malignant conditions. The goal for trainees is to recognize morphologic abnormalities and subtle diagnostic clues in the blood, marrow aspirates, and BM biopsy specimens and incor- porate appropriate ancillary test data in formulating the differ- ential and final diagnoses. A BM cknowledge base d is crucial for recognizing and diagnosing a wide array of hematopatho- logic conditions such as myeloproliferative syndromes, dys- plastic conditions, lymphoproliferative syndromes, leukemias, metastatic lesions, BM failure syndromes, posttreatment BM assessment, and anemias and reactive conditions. 17-22 It is very important for trainees to be involved in all aspects of BM examination, including gathering of pertinent clinical information; performing procedures on patients; ini- tially evaluating CBC counts and peripheral blood specimens, BM aspirates, biopsy specimens; and triaging BM specimens for ancillary testing (eg, cytogenetics, flow cytometry, special histochemical or immunohistochemical stains, microbiology studies and molecular pathology tests) as deemed necessary based on the clinical context and initial BM findings. There is considerable regional variability in whether pathologists or hematologists perform BM procedures, but it is important for hematopathology fellowship trainees to devel- op competency in performance of these procedures. The Society for Hematopathology Education Committee suggests performance of between 5 and 10 BM aspirate and trephine biopsy procedures on adult patients under appropriate clinical supervision to establish fellow trainee competency. The ulti- mate determination of competency is at the discretion of the fellowship program director and may require close interaction with clinical colleagues when pathologists are not directly 966 Am J Clin Pathol 2007;127:962-976 966 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS involved in the biopsy procedure. It is recognized that the total numbers of BM procedures will vary widely between institu- tions based on individual trainees, institutional policies, and numbers of BM procedures performed. Observation of pediatric BM procedures is also encouraged, but it is realized that there may be reluctance to have trainees perform these procedures. In addition to collection of BM specimens, trainees should also be responsible for morphologic assessment of Wright-Giemsa 3stained BM smears or touch imprints from BM cores and H&E-stained sections of the biopsy specimens and performance or review of BM aspirate differential counts. Trainees are expected to work up the case, consult clinical col- leagues, and come up with clinical correlations and incorpo- rate additional test results from the clinical laboratory (eg, lac- tate dehydrogenase and serum protein levels); specific ancil- lary testing, such as flow cytometry and molecular diagnos- tics, should also be considered and incorporated into the diag- nostic workup. When appropriate, trainees should present these BM cases during clinical sign-out sessions and at inter- departmental conferences. Diagnostic entities and BM curriculum topics include BM manifestations and workup of a variety of neoplastic and nonneoplastic disorders including the following: I.Reactive and nonneoplastic conditions A.Anemias, not otherwise specified B.Iron deficiency, vitamin B 12 or folate deficiency, hemolytic anemia, and anemia of chronic disease C.Erythrocytosis and secondary polycythemia D.Leukocytosis, leukemoid reaction, toxic changes E.Reactive BM shift to immaturity and postchemotherapy or post 3BM transplantation BM recovery F.Growth factor effects G.Eosinophilia, basophilia, monocytosis, and lymphocytosis H.Reactive viral and parasite and organism identification in peripheral blood and BM I.HIV-associated changes and granulomatous conditions (eg, sarcoid) J.Bone changes and fibrosis associated with hyper- parathyroidism and renal disease K.Megakaryocytic numbers and morphologic features in association with thrombocytosis or thrombocytopenia L.BM failure syndromes II.Neoplastic conditions 18 Z Table 1 Z A.Myeloproliferative syndromes B.Overlap myelodysplastic/myeloproliferative conditions C.MDS D.AML 1.AML with recurrent cytogenetic abnormalities 2.AML with multilineage dysplasia 3.AML and MDS, therapy-related 4.AML, not otherwise categorized E.Acute leukemia of ambiguous lineage 18 Z Table 2 Z F. Lymphoid neoplasms 18 Z Table 3 Z 1.Precursor B- and T-cell neoplasms 2.Mature B-cell neoplasms 3.Posttransplantation lymphoproliferative disorder 4.Mature T- and natural killer (NK)-cell neoplasms G.Neoplasms of uncertain lineage and stage of differenti- ation: blastic NK-cell lymphoma H.Hodgkin lymphoma I.Histiocytic and dendritic-cell neoplasms 18 Z Table 4 Z J.Mastocytosis 18 (Table 4) K.Other conditions 1.Metastatic tumors 2.BM necrosis (secondary to tumor, leukemia, or embolic events) Lymph Node/Extranodal Tissues Evaluation of lymph nodes and tissues other than BM for involvement by lymphoma or other hematolymphoid process- es is usually a significant training challenge for hematopathol- ogy fellowship trainees owing to the wide variety of benign and neoplastic processes seen in hematopathology and the need to integrate morphologic with immunophenotypic, clinical, Z Table 1 Z Neoplastic Myeloid Disorders MPDsOverlap MDS/MPDsMDSsAML CMLCMMLRefractory anemiaAML with recurrent cytogenetic abnormalities Polycythemia veraAtypical CMLRefractory anemia with ringed sideroblastsAML with multilineage dysplasia Essential thrombocythemiaJuvenile myelomonocytic Refractory cytopenias with multilineageAML and MDS, therapy-related leukemiadysplasia Chronic idiopathicMDS/MPD, unclassifiedRefractory anemia with multilineageAML, not otherwise categorized myelofibrosisdysplasia and ringed sideroblasts RAEB, RAEB-1, and RAEB-2 MDS, unclassified MDS associated with isolated del(5q) AML, acute myeloid leukemia; CML, chronic myelogenous leukemia; CMML, chronic myelomonocytic leukemia; MDS, myelodysplastic syn drome; MPD, myeloproliferative disorder; RAEB, refractory anemia with excess blasts. Am J Clin Pathol 2007;127:962-976 967 967 DOI: 10.1309/6C41Q30M5RM83QMH 967 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE and, sometimes, molecular or cytogenetic data for a precise diagnosis. 18,23 To optimize trainees 9involvement in the workup and diagnosis of tissue-based hematolymphoid disor- ders, it is optimal to involve them in the gross examination and triage of specimens for appropriate ancillary testing (eg, cul- tures, flow cytometry, and cytogenetic and molecular test- ing). 23 Trainees should also follow the specimen through to diagnosis, integrating the data collected with the clinical man- ifestations, gross pathologic features, and morphologic impression, and have responsibility for reporting the diagno- sis with incorporation of all ancillary data used in formulation of the final reported diagnosis. This will necessarily require development of a knowledge base that includes the clinical entities, ancillary testing (ie, flow cytometry, immunohisto- chemical and special stains, and cytogenetic and molecular studies), and morphologic features of a large number of benign and malignant processes. It is anticipated that as train- ing proceeds, trainees will develop the knowledge base to allow for additional responsibility in the triaging of speci- mens, ordering of ancillary testing, and diagnostic decision making. Important curriculum topics that should be addressed include the following: I.Lymph node A.Benign nodal lymphadenopathies 1.Reactive lymphadenopathies 2.Infectious lymphadenitides a. Viral lymphadenitides, including manifestations of AIDS b. Bacterial lymphadenitides c. Mycobacterial lymphadenitides d. Fungal lymphadenitides e. Protozoal lymphadenitides 3. Lymphadenopathies associated with clinical syndromes a. Kimura lymphadenopathy b. Sinus histiocytosis with massive lymphadenopathy c. Kikuchi-Fujimoto lymphadenopathy d. Sarcoidosis lymphadenopathy e. Systemic lupus lymphadenopathy f. Rheumatoid lymphadenopathy g. Dermatopathic lymphadenopathy h. Castleman lymphadenopathy i. Hemophagocytic syndrome 4. Iatrogenic lymphadenopathies (drug-induced) 5. Vascular lymphadenopathies 6. Foreign body lymphadenopathies a. Lymph node inclusions B.Recognition of lymphomas 18 (Table 3) 1.Classical Hodgkin lymphoma and subtypes 2.Lymphocyte-predominant Hodgkin lymphoma 3.Precursor B- and T-cell neoplasms Z Table 3 Z Lymphoid Neoplasms Precursor B- and T-Cell NeoplasmsMature B-Cell NeoplasmsMature T- and NK-Cell NeoplasmsHodgkin Lymphoma Acute lymphoblasticChronic lymphocytic leukemia/smallT-cell prolymphocytic leukemiaNodular lymphocyte leukemia/lymphomalymphocytic lymphomaT-cell large cell granular lymphocytic predominant Hodgkin B-cell prolymphocytic leukemia/leukemialymphoma Richter transformationAggressive NK-cell leukemiaClassical Hodgkin lymphoma Lymphoplasmacytic lymphomaHepatosplenic T-cell lymphomas ( ³´ and Marginal zone lymphomas ±² subtypes) Hairy cell leukemiaExtranodal NK/T-cell lymphoma, nasal type Plasma cell neoplasms, includingEnteropathy-type T-cell lymphoma primary amyloidosis, multiple myeloma,Adult T-cell leukemia/lymphoma monoclonal gammopathy of uncertainMycosis fungoides/Sézary syndrome significance, and solitary plasmacytomaAngioimmunoblastic lymphomas bonePeripheral T-cell lymphoma, not otherwise specified Follicular lymphomaAnaplastic large cell lymphoma Mantle cell lymphoma Diffuse large B-cell lymphoma Mediastinal (thymic) large B-cell lymphoma Intravascular B-cell lymphoma Primary effusion lymphoma Burkitt lymphoma/leukemia Lymphomatoid granulomatosis NK, natural killer. Z Table 2 Z Acute Leukemia of Ambiguous Lineage "Undifferentiated acute leukemia "Bilineal acute leukemia "Biphenotypic acute leukemia 968 Am J Clin Pathol 2007;127:962-976 968 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS 4.Mature B-cell neoplasms 5.Mature T-cell and NK-cell neoplasms 6.Granulocytic, histiocytic, and dendritic-cell neoplasms 18 (Table 4) 7. Mastocytoses 8.Recognition of lymphoproliferative disorders associated with immune deficiency a. Congenital immune deficiencies b. Post 3organ transplantation c. Acquired immunodeficiency: recognition of spin- dle cell, vascular, and metastatic neoplasms in lymph nodes Because hematolymphoid malignancies may involve extranodal sites and some of these malignancies actually have an increased propensity for extranodal involvement or mani- festation (eg, extranodal marginal zone lymphomas, enteropathy-associated T-cell lymphomas, NK/T-cell [nasal] type lymphomas, subcutaneous panniculitis-like T-cell lym- phoma, primary cutaneous lymphomas, posttransplantation lymphoproliferative disorders, granulocytic sarcomas), it is essential that subspecialty hematopathology residents be knowledgeable of the evaluation of extranodal tissues for hematolymphoid malignancies. 18 Splenic pathology also forms an area that requires special attention to recognize disease processes specific to the spleen, as well as secondary involvement by other hematolymphoid processes. 24 As in lymph nodes, fellow trainees should be involved with gross pathology, selection of histologic sec- tions, and triaging of tissue for ancillary studies initially. The correlation of gross, microscopic, immunophenotypic, and, perhaps, molecular or cytogenetic findings in reaching a diag- nosis is essential, as in nodal and other extranodal sites. Knowledge of normal splenic architecture 24 and the spectrum of disease entities that may involve the spleen should be taught to ensure that trainees will recognize abnormal (pathologic) changes seen in hematolymphoid disorders and reactive processes 25,26 and other primary and metastatic tumors that involve the spleen. 27-32 Diagnostic entities and pathologic processes that involve the spleen that should be included in the curriculum include the following: II.Spleen A.Hypersplenism and hyposplenism B.Extramedullary hematopoiesis C.Disorders of the white pulp 1.Reactive lymphoid hyperplasia 2. Granulomatous disorders 3. Hodgkin lymphoma 4.Lymphomatous involvement of the spleen: primary and secondary 5.Plasma cell dyscrasias and related disorders 6.Primary amyloidosis D.Disorders of the red pulp 1.Splenic pathology in nonneoplastic disorders of erythrocytes, granulocytes, and platelets 2.Disorders of the monocyte-macrophage system 3.Storage diseases a. Ceroid histiocytosis b. Gangliosidoses 4.Hemophagocytic syndrome 5. Leukemias a. AML b. Precursor T- and B-cell neoplasms c. Chronic myelogenous leukemia d. Chronic myelomonocytic leukemia e. B-cell CLL and variants f. T- and B-cell prolymphocytic leukemia g. Hairy cell leukemia h. Large granular lymphocytic leukemia i. Adult T-cell leukemia/lymphoma E.Systemic mastocytosis F.Chronic myeloproliferative disorders 1.Chronic myelogenous leukemia 2.Chronic idiopathic myelofibrosis G.Nonneoplastic vascular lesions H.Splenic cysts, nonhematopoietic tumors, and tumor-like lesions Z Table 4 Z Other Neoplasms Histiocytic and Dendritic-Cell NeoplasmsMastocytosisPTLDsOther Conditions Histiocytic sarcomaIndolent systemic mastocytosisReactive plasmacytic hyperplasiaMetastatic tumors to the marrow Langerhans cell histiocytosis/Systemic mastocytosis with Infectious mononucleosis 3likeMarrow or lymph node necrosis sarcomaassociated clonal, hematologic polymorphic PTLD(secondary to tumor, leukemia, Interdigitating dendritic cellnon 3mast cell lineage diseaseMonomorphic PTLD and T-cell PTLDor embolic events) sarcoma/tumorAggressive systemic mastocytosisHodgkin lymphoma and Hodgkin Follicular dendritic cellMast cell leukemia/sarcomalymphoma 3like PTLD sarcoma/tumor PTLD, posttransplantation lymphoproliferative disorder. Am J Clin Pathol 2007;127:962-976 969 969 DOI: 10.1309/6C41Q30M5RM83QMH 969 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE I.Metastatic neoplasms Thymic pathology is another area that often spans the border between surgical pathology and hematopathology, but it is important that fellow trainees be aware of the precursor lymphoid lesions and tumors 33,34 that may involve or arise in the thymus, as well as reactive disorders of the thymus. 18,35 As in other tissue sites, fellow trainees should be involved in the selection of testing and correlation of results with morpholog- ic features in reaching a final diagnosis. Topics for the thymus include the following: III. Thymus A.Diagnosis of lymphomas involving the thymus and dif- ferentiation from thymoma, reactive processes, and thymic hyperplasia B.Recognition of thymic hyperplasia Cutaneous non-Hodgkin lymphoma (NHL) is also an area that may overlap among hematopathology, dermatopathology, and surgical pathology, reflecting different approaches to these tumors in practice. It is important that fellow trainees recognize and understand the workup of cutaneous lymphomas, includ- ing the somewhat unique approaches that have been proposed by the dermatopathology community in contrast with the World Health Organization classification and be familiar with the World Health Organization 3European Organization for Research and Treatment of Cancer classification of cutaneous lymphoma. 36 IV. Skin lymphomas A.Cutaneous T-cell lymphomas 1.Mycosis fungoides and variants 2.Sézary syndrome 3.Adult T-cell leukemia/lymphoma 4.Primary CD30+ lymphoproliferative disorders 5.Subcutaneous panniculitis-like T-cell lymphoma 6.Extranodal NK/T-cell lymphoma 7.Primary cutaneous peripheral T-cell lymphomas, not otherwise specified B.Primary cutaneous B-cell lymphomas 1. Primary cutaneous marginal zone lymphoma 2.Primary cutaneous follicle center lymphoma 3.Primary cutaneous diffuse large B-cell lymphoma, leg type 4.Primary cutaneous large B-cell lymphoma, other, including intravascular lymphoma C.Precursor hematologic neoplasm: CD4+/CD56+ hematodermic neoplasm (blastic NK-cell lymphoma) D.Secondary involvement of skin by NHL Pediatric Hematopathology Diseases of the blood, BM, and lymphoid tissues in chil- dren display different frequencies from those in adults, and some diseases are unique to the pediatric population. 37-44 Exposure to these disease processes is highly desirable to ensure that hematopathology fellow trainees are able to recog- nize and diagnose these diseases or form appropriate diagnos- tic differentials to provide insight that reference values appro- priate for children are often different from those used for adults. 14,45 Trainees should be aware of the association of spe- cific diseases with a wide range of congenital disorders, such as trisomy 21, Fanconi anemia, and hereditary immuno- deficiencies. 42,44,46 It is also necessary to provide training in hereditary hematologic disorders that are most commonly first recognized in children. 44,47 Although it is unlikely that the vol- ume of pediatric pathologic materials will be sufficient to allow exposure to all disease entities in most training pro- grams, directed readings or lectures and pathologic study sets may be used to supplement primary case materials. Suggested topics include the following: I.Blood and BM A.Hereditary BM failure syndromes B.Acquired aplastic anemia C.Hereditary RBC cell disorders 1.Hemoglobinopathies 2.RBC membrane disorders 3.RBC enzymopathies 4.Hereditary sideroblastic anemias D.Immune hemolysis 1.Maternal-fetal incompatibility 2.Autoimmune hemolytic anemias 3.Infection-related hemolytic anemias E.Other anemias 1.Transient erythroblastopenia 2.Parvovirus infection 3.Nutrient deficiencies (eg, iron, vitamin B 12 , and folate) F.Hereditary leukocyte disorders 1.Functional disorders of leukocytes 2.Leukocyte-related BM failure syndromes 3.Immunodeficiency disorders G.Platelet disorders 1.Functional platelet disorders 2.Amegakaryocytic BM disorders H.Phagocytic system 1.Hereditary and acquired hemophagocytic syndromes 2.Hereditary storage disorders I.Neoplastic disorders of blood and marrow 1.Acute lymphoblastic leukemias 2.AML 3.Infantile leukemias 4.Juvenile myelomonocytic leukemia 5.Chronic myelogenous leukemia 6.Myelodysplasia 7.Transient myeloproliferative disorder associated with Down syndrome 8.Langerhans cell histiocytosis and histiocytic neoplasms 970 Am J Clin Pathol 2007;127:962-976 970 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS 9.Mastocytosis II. Lymph nodes and extranodal lymphoid tissues A.Reactive lymphadenitis B.Neoplastic disorders 1.NHLs (Table 3) 2. Hodgkin lymphoma (Table 3) 3.Histiocytic neoplasms (Table 4) Ancillary Studies: Immunophenotyping Diagnostic hematopathology relies heavily on combining cytomorphologic and histologic studies with ancillary tech- niques that provide additional information that allows a diag- nosis to be made. Immunophenotyping, by flow cytometric analysis or immunohistochemical analysis on paraffin-embed- ded tissue samples, is the most commonly used ancillary tech- nique in hematopathology. 48 Immunophenotypic data often define specific disease entities in hematopathology, and it is essential that hematopathology fellow trainees be familiar with methods of immunophenotyping, interpretation of data, and the immunophenotypic patterns associated with hemato- logic disorders. Appropriate choice of testing dependent on specimen type and handling and insight into pitfalls associat- ed with testing are important topics that help ensure that trainees are able to effectively collect and use immunopheno- typic data in arriving at a diagnosis. I.Flow cytometry Flow cytometric immunophenotyping (FCI) is a useful tool in diagnostic hematopathology. 49 FCI allows for the defi- nition of distinct cell populations by size (forward light scat- ter) and granularity (side light scatter), gates dead cells out of the analysis, detects even weakly expressed surface antigens, and provides a relatively noninvasive diagnostic evaluation of body fluids and fine-needle aspiration (FNA) specimens, pos- sibly obviating tissue biopsy. Multicolor (2-, 3-, and 4-color) analysis allows for an accurate definition of the surface anti- gen profile of specific cells and the detection of 2 simultane- ous hematologic malignancies within the same tissue site. The following are important applications of flow cytom- etry for hematopathology trainees to master, as well as advan- tages and limitations of FCI and use with FNA: A.Diagnosis and subclassification of NHLs B.Distinguishing between follicular hyperplasia and fol- licular lymphoma C.Subtyping B-cell lymphomas/leukemias composed pre- dominantly of small cells D.Identifying prognostic markers in CLL E.Immunophenotyping B-cell lymphomas/leukemias F.Distinguishing between hematogones and neoplastic lymphoblasts G.Detection of the lack of surface immunoglobulin or light chain expression by a significant number of B cells, indicating malignancy H.Differentiating plasma cell dyscrasia from NHLs of B-cell origin I.Differentiating NHL from Hodgkin lymphoma and T-cell from B-cell NHLs J.Identifying composite lymphomas K.Distinguishing between T-cell lymphoblastic lym- phoma and thymoma L.Immunophenotyping T-cell lymphomas/leukemias and NK-cell lymphoproliferative disorders: criteria for diag- nosis of Sézary syndrome in blood M.Immunophenotyping posttransplantation lymphoprolif- erative disorders N.Differentiating NHL from leukemic infiltrates (granulo- cytic/monocytic sarcomas, including leukemia cutis) and nonhematopoietic neoplasms O.Immunophenotypic analysis of acute myelogenous leukemias, acute lymphoblastic leukemias, and MDSs P.Advantages of FCI 1.Rapid immunophenotypic analysis 2.Increased antigen detection sensitivity over immuno- histochemical analysis of fixed tissue samples 3. Increased antigen repertoire in myeloid, monocytic, and lymphoid antigens compared with immunohisto- chemical analysis 4.Ability to detect small populations of neoplastic cells for minimal residual disease and in partial involvement 5.Ability to identify aberrant expression patterns on a single cell population by multiparametric analysis 6.Ability to detect 2 simultaneous hematolymphoid malignancies (ie, CLL and AML). Q.Limitations of FCI 1. Fresh tissue required 2.Limited use in sclerotic BM that yields too few cells or is difficult to create adequate cell suspension 3.Possibly too few cells for analysis in markedly hyper- cellular or cpacked d BM 4.Loss of architectural relationships 5. Possible lack of detection of a small population of monoclonal B cells in a T cell 3rich or lymphohistio- cytic-rich B-cell lymphoma 6.Possible lack of detection of T-cell lymphomas that do not have an aberrant immunophenotype 7. Observation of an aberrant T-cell immunophenotype (ie, absence or down-regulation of pan 3T-cell anti- gens, particularly CD7) that does not necessarily indicate malignancy and may be infectious mononucleosis, reactive dermatoses, and inflammato- ry disorders 8.Possible false-negative results from sampling differ- ences owing to focal/partial tissue involvement by lymphoma or poor tumor preservation 9. Inability to detect/diagnose Hodgkin lymphoma Am J Clin Pathol 2007;127:962-976 971 971 DOI: 10.1309/6C41Q30M5RM83QMH 971 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE owing primarily to the low number of neoplastic cells normally present in this disease 10. Frequent underestimation of the percentage of plasma cells, large cell lymphoma cells, and blasts owing to tumor cell fragility, processing of samples, hemodilution, and sampling R.Criteria for FNA diagnosis of lymphoma: When is FNA with flow cytometric data sufficient for diagnosis of lymphoma, and when should a biopsy be recommended? It is essential to provide training in the interpretation and correlation of FCI data. FCI data should always be correlated with light microscopy and other testing, even if no FCI abnor- malities are detected. Immunohistochemical analysis may need to be performed in selected cases in which morphologic correlation is required for diagnosis. II.Paraffin immunohistochemical analysis Immunohistochemical analysis provides an important cor- nerstone for diagnosis in hematopathology, and knowledge of immunohistochemical techniques, staining patterns, and interpre- tation is essential for hematopathology trainees. 50,51 As with flow cytometry, it is important that trainees be competent in the selec- tion of immunohistochemical stains to make a diagnosis, interpre- tation of staining patterns, and pitfalls in the use of immunohisto- chemical staining. Advantages of immunohistochemical analysis include the preservation of architectural relationships and the abil- ity to detect a relatively low number of neoplastic cells, such as in Hodgkin lymphoma or a T cell 3rich large B-cell lymphoma. In addition, some antibodies may be better evaluated in paraffin- embedded tissue samples (ie, CD15 in Reed-Sternberg cells, bcl- 6, cyclin D1, and anaplastic lymphoma kinase-1). The following represent the unique applications of paraf- fin immunohistochemical analysis that should be included in the training curriculum and lists pitfalls: A.Differentiation of various forms of B-cell hyperplasia from B-cell lymphoma B.Subtyping B-cell lymphomas C.Defining a plasma cell dyscrasia D.Differentiating T-cell NHL from B-cell NHL E.Immunophenotyping of T-cell NHL and T/NK-cell lymphoproliferative disorders F.Detection of a composite lymphoma G.Diagnosis of Hodgkin lymphoma and differentiation from various forms of diffuse large B-cell lymphoma and T-cell lymphomas H.Immunophenotyping T-cell lymphoma I.Differentiating NHL from leukemic infiltrates J.Diagnosing, immunophenotyping, and follow-up of pri- mary BM disorders (eg, acute leukemias and myelodys- plasias) when the BM is not suitable for flow cytomet- ric analysis K.Differentiating acute leukemia from nonhematopoietic malignancies, especially small blue cell tumors L.Diagnosis of primary BM disorders that are not gener- ally defined by FCI (ie, multiple myeloma and systemic mast cell disease) M.Evaluating BM for lymphomatous or other metastatic disease involvement N.Pitfalls of immunohistochemical analysis 1.Difficulty detecting surface light chain expression and weakly expressed antigens in paraffin-embedded tissue samples 2.Variability in tumor preservation and fixation 3.Lack of some markers for use in paraffin-embedded tissue samples (ie, CD13, CD14, CD19, and CD33) Ancillary Studies: Cytogenetics Cytogenetics has become increasingly important as an ancillary study in hematopathology as disease entities are defined by specific cytogenetic findings (eg, chronic myeloge- nous leukemia, acute promyelocytic leukemia, and mantle cell lymphoma). 52-55 It is essential that hematopathology trainees be familiar with general cytogenetic procedures including standard karyotyping analysis and fluorescent in situ hybridization (FISH) and more specialized techniques. 56,57 Trainees should understand the uses and limitations of stan- dard karyotyping and FISH and be familiar with the implica- tions of demonstration of common cytogenetic findings in hematologic disorders. 52,53,57 Topics in cytogenetics include the following: I.Methods, procedures, and interpretation of cytogenetic tests and when each test is appropriately ordered A.Fresh tissue used for karyotyping, FISH analysis B.Fixed tissues appropriate for FISH analysis II. Cytogenetics of myeloid disorders A.Acute myelogenous leukemias and leukemias defined by recurrent cytogenetic abnormalities B.Cytogenetic findings in myeloproliferative disorders and MDSs C.Prognostically important cytogenetic findings in myeloid disorders III.Cytogenetics of lymphoid disorders A.Cytogenetic findings in diagnosis of B- and T-cell lym- phoproliferative disorders B.Cytogenetic findings and prognostic impact in acute and chronic lymphoid leukemias C.Cytogenetic findings and importance in plasma cell dyscrasias Ancillary Studies: Molecular Pathology Many aspects of hematopathology diagnosis are rapidly moving toward molecular testing to diagnose or define a dis- ease entity. 52,53,57 Thus, it is indispensable for trainees to have a basic understanding of molecular pathologic tests and their uses, limitations, and costs. In addition, trainees should rotate 972 Am J Clin Pathol 2007;127:962-976 972 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS through a molecular pathology laboratory (2-4 weeks mini- mum) and be familiarized with processing of specimens, handling of fresh and fixed specimens, and determining quality of extracted DNA and RNA and with molecular tests such as polymerase chain reaction (PCR), reverse transcrip- tion 3PCR, real-time PCR, FISH, and PCR product detection (gel or capillary electrophoresis). 58-60 Trainees should be responsible for incorporation of appropriate molecular pathology data and results in the final versions of BM, lymph node, and tissue pathology reports. Trainees should be aware of false- and false-positive results of molecular biology procedures. 60 Also, during this rotation, refreshing basic molecular biology concepts that are pertinent to prac- tice of hematopathology is highly recommended. 58 Topics to be addressed during training in molecular hematopathology include the following: I.Basic concepts in molecular biology and pathology A.Structure of nucleic acids B.DNA 1.Single-copy DNA 2.Repetitive DNA C.RNA 1.Messenger RNA 2. Ribosomal RNA 3.Transfer RNA D.Basic gene structure and function 1.Promoters and enhancers 2. Pseudogenes 3.Transcription 4. Polyadenylation 5. RNA editing 6.Translation and amino acid synthesis 7.Frame shift mutations 8.Epigenetic effects 9. Methylation of DNA 10.Histones II.Molecular pathology tests pertinent to hematopathology A.Southern blot (eg, immunoglobulin heavy chain, T-cell receptor ² , bcl-6, and Epstein-Barr virus clonality) 1. Sample requirements: fresh or frozen tissue 2. Restriction enzymes and digestion 3.Probes, electrophoresis, and novel band detection B.PCR analysis (B- and T-cell clonality screening, immunoglobulin heavy chain, º , T-cell receptor ³ ) 1.Fresh and formalin-fixed tissue specimens 2.Sample preparation, quality of DNA 3.Inhibitors of PCR 4. PCR setup 5.PCR product detection (gel or capillary electrophoresis) C.PCR for infectious agents 1.Viral (human T-lymphotropic virus-1, parvovirus, B19) 2.Bacterial ( Bartonella henselae ) 3.Fresh and fixed tissue specimens 4.PCR product detection D.Reverse transcription 3PCR analysis (eg, BCR/ABL) 1.Sample preparation 2.PCR setup 3.PCR product detection (gel or capillary electrophoresis) E.QA and QC of molecular tests 1.False-positive results 2.False-negative results III.Other emerging techniques and technologies A.Real-time PCR 1.Operating principles and role in diagnostic laboratory 2.Interpretation of data, use of standard curves 3.Use in minimal residual disease testing B.Mutation detection: Fli t3, hemochromatosis mutation (C282Y and H63D), JAK2 mutation, GATA-1 mutations C.Gene-chip arrays: general concepts and interpretation of the data matrix Coagulation Hematopathology trainees require training in coagula- tion 4in integration of clinical data and interpretation of coag- ulation laboratory test results. 61-64 It is optimal that trainees have the opportunity for ccoagulation rounds d with clinical col- leagues, visit patients, and participate in patient interviews if these activities are available at the training site. In this manner, trainees will learn to gather pertinent clinical data from charts and clinicians to allow workup and diagnosis of a coagulation disorder. Trainees should be involved in interpretation of routine tests of hemostasis (prothrombin time [PT], partial thrombo- plastin time [PTT], and thrombin time), workup of abnormal PTT, thrombosis risk testing (lupus anticoagulant, activated pro- tein C), disseminated intravascular coagulation workup, hemo- philia factor replacement issues, and diagnosis of TTP. Optimally, trainees should be involved in generating interpreta- tive test reports for thrombophilia profiles, platelet aggregation studies, and coagulation and factor deficiency states. 65 I. Review of hemostasis and routine test results: PT, PTT, thrombin time, and reptilase time II.Workup of abnormal PTT and PT results III.Hemophilia factor replacement issues and inhibitors IV.von Willebrand disease V.Platelet disorders A.Aspirin-like defects B.Alpha and dense granule deficiencies C.Platelet aggregation and release histograms D.Heparin-induced thrombocytopenia VI.Thrombosis risk testing A.Lupus anticoagulant B.Activated protein C resistance C.Factor V Leiden Am J Clin Pathol 2007;127:962-976 973 973 DOI: 10.1309/6C41Q30M5RM83QMH 973 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE VII.Disseminated intravascular coagulation and fibrinolytic profiles and testing VIII.Complex acquired bleeding disorders A.Renal B.Liver C.TTP IX. Anticoagulant monitoring A.Warfarin B.Heparins (fractionated and unfractionated) Laboratory Management Laboratory management is an important component of hematopathology fellowship training, and trainees should be expected to participate in a variety of management-related activities throughout training. 4,6,66,67 Participation in a variety of activities and conferences will enhance the expertise in lab- oratory management of subspecialty residents in hematopathology. The level of additional instruction required is dependent on previous laboratory management exposure of trainees. Minimally, laboratory management topics should be integrated with clinical services and rotations during hematopathology fellowship training and would involve par- ticipation of the fellow in the following: I.Hematology, flow cytometry, coagulation, and other appropriate laboratory section meetings and conferences II.QA/QC data analysis through QA peer review of ran- domly selected cases for diagnosis and reporting III.QA/QC via consensus conferences and multidiscipli- nary conferences IV. Internal and external QC through second opinions from internal and external reviewers V.External proficiency testing (via the CAP) VI.Mock CAP inspections VII.Participation in quarterly Check Path Samples from ASCP In addition, hematopathology trainees may require didactic or practical instruction in a number of laboratory management issues that may include (but are not limited to) the following: "Preanalytic and analytic factors that may be optimized to enhance evaluation of hematopathology specimens "Resources for finding a laboratory that can perform a test not available in larger reference laboratories "Timely and effective communication of laboratory results, including selection of critical values "Ethical considerations regarding patients as research subjects "Effective communication with clinicians regarding test menus, report formats, and appropriate expectations for turnaround time "Effective communication with laboratory staff and hos- pital administrative staff regarding laboratory service needs of hematology and oncology patients "Billing and reimbursement issues, including appropriate Current Procedural Terminology coding Competency in Hematopathology The ACGME has mandated that educational programs for all medical specialties include detailed performance measures to assess trainees 9competency in 6 areas: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, pro- fessionalism, and systems-based practice (www.acgme. org/outcome). The education committee of the Society of Hematopathology considers the process of graded responsi- bility described a means of achieving competency in these areas. Performance as a consultant in hematopathology will develop competency in the areas of patient care, interperson- al and communication skills, professionalism, and systems- based practice. In becoming an effective consultant, trainees will necessarily develop skills in acquiring medical knowl- edge and in practice-based learning and improvement. Therefore, measurement of competency in hematopathology could include documented exposure to the topics listed and formal assessment of trainees 9skill in providing diagnostic hematopathology services, specifically, evaluations of peripheral blood smears and body fluid preparations, BM diagnostics, and evaluations of various types of specimens for lymphomatous involvement or teaching for one or more of these topics in the context of sessions with pathology resi- dents or other pathology and multidisciplinary conferences. Specific hematopathology competencies in these areas could include the following: Patient Care 1.Gather essential and accurate information regarding patients being evaluated, including clinical history and previous results of diagnostic biopsies 2.Make informed decisions regarding appropriate triaging of BM and fresh tissue specimens 3.Inform clinicians, pathology residents, and hematology and oncology trainees of appropriate testing and triaging 4.Inform clinicians of diagnostic findings, and educate pathology residents, hematology and oncology trainees, and clinicians of the significance of findings 5.Efficiently and effectively solve problems with any aspect of the hematopathology service (eg, obtaining extra slides from outside cases, clarifying clinical history, and procuring blocks for molecular studies) 6.Use good judgment as to when to ask for help in the evaluation of peripheral smear reviews, body fluid reviews, and BM and lymph node examinations 974 Am J Clin Pathol 2007;127:962-976 974 DOI: 10.1309/6C41Q30M5RM83QMH © American Society for Clinical Pathology Perkins et al / C URRICULUMFOR H EMATOPATHOLOGY F ELLOWS Medical Knowledge 1.Successfully complete a program of instruction in hematopathology as defined by the program director 2.Identify and use key text and electronic resources for the selection and interpretation of hematology and hematopathology laboratory data 3.Appropriately respond to questions posed by clinicians, pathology residents, or during sign-out sessions regard- ing hematology and hematopathology tests, results, and clinical significance 4.Take the initiative to know and research the answers to unknown posed hematopathology questions 5.Give microscopy teaching sessions to pathology residents, and be knowledgeable about additional questions that arise during the presentation of cases at these sessions 6.Be knowledgeable about cases presented at multidisci- plinary conferences 7.Performance on an objective test of knowledge and diagnostic skills in hematopathology Practice-Based Learning and Improvement 1.Use appropriate texts and information technology to support clinical consultations and diagnostic decision making in hematopathology 2.Understand the use and limitations in hematopathology of ancillary diagnostic tools 3.Identify clinical and laboratory medicine consultants who can provide assistance with questions in hematopathology 4.Demonstrate graduated expertise in the performance and evaluation of studies related to hematopathology 5.Show a gradual increase in the fund of knowledge in hematopathology, and show improvement in compe- tence, efficiency, and confidence in all areas of hematopathology Interpersonal and Communication (Oral and Written) Skills 1.Communicate effectively with hematology and oncolo- gy clinical colleagues by demonstrating a knowledge of and experience with hematology and hematopathology laboratory testing needs to support patient-focused care 2.Communicate effectively with hematology and oncolo- gy colleagues by demonstrating a knowledge of the sig- nificance of the reported diagnostic findings and clearly explain the morphologic results to clinicians, students, and trainees 3.Willingly and actively review slides with interested cli- nicians, providing accurate assessment of disease processes 4.Use listening skills to identify opportunities to improve laboratory medicine services for hematology and oncol- ogy clinicians and hematology and oncology patients 5.Communicate effectively with hospital and laboratory administrative staff to provide appropriate laboratory support for hematology and oncology patients 6.Actively participate in the teaching of hematology and hematopathology to laboratory personnel, physicians, students, and trainees 7.Evaluate all cases (including BM differential counts) and, if required, record results on report forms before sign-out, write or correct the report during sign-out, and proofread the final typed copy Professionalism 1.Demonstrate respect, compassion, integrity, and respon- siveness to the needs of hematology and oncology patients and their health care providers 2.Demonstrate a knowledge of and commitment to the ethical principles pertaining to patient care and the con- duct of clinical research in hematology and oncology 3.Demonstrate proper respect for technologists, clini- cians, medical students, and all other staff Systems-Based Practice 1.Partner with health care providers and managers to assess, coordinate, and improve hematology and oncology health care 2.Demonstrate a sensitivity to hematology and hemato- pathology laboratory testing requirements in delibera- tions regarding the selection of laboratory methods and equipment, cost analysis/benefit ratios, and timeliness of results Discussion Hematopathology fellowship training requires trainees to accumulate an extensive knowledge base in the interpretation and diagnosis of hematologic disorders in adults and children. Training must include broad exposure to the spectrum of dis- orders seen in hematopathology and training in performance, interpretation, and incorporation of ancillary testing modali- ties into diagnostic impressions and prognostic evaluations. Trainees are expected to provide hematology and hematopathology consultations and may be required to select laboratory equipment and analytic methods; determine which tests will be provided on a stat basis, in-house, or sent to a referral laboratory; and develop appropriate QA/QC activities, requiring adequate training in laboratory management. Through development of a curriculum that addresses the broad base of knowledge that is necessary to develop diagnos- tic skills in hematopathology, the hematopathology training Am J Clin Pathol 2007;127:962-976 975 975 DOI: 10.1309/6C41Q30M5RM83QMH 975 © American Society for Clinical Pathology Hematopathology / O RIGINAL A RTICLE programs should be able to provide fellow trainees with suffi- cient ability to diagnose most hematopathologic disorders, use primary and ancillary testing appropriately, and function in providing hematopathologic services. The incorporation of a broad list of subjects, such as suggested herein, will ensure that trainees are exposed to the range and will have an ade- quate knowledge base to be eligible for subspecialty certifica- tion by the American Board of Pathology. As noted, subspe- cialty training in hematopathology should involve a variety of teaching methods and increasing responsibility for trainees in workup of specimens, ordering of tests, and interpretation of test results to ensure that on graduation, trainees are equipped to practice hematopathology competently. From the Departments of Pathology, 1 University of Utah, Salt Lake City; 2 University of Alabama, Birmingham; 3 University of New Mexico, Albuquerque; and 4 Vanderbilt University Medical Center, Nashville, TN; and 5 Department of Pathology and Laboratory Medicine, University of North Carolina, Chapel Hill. Address reprint requests to Dr Perkins: Dept of Pathology, University of Utah Health Sciences Center, 30 North 1900 East, Salt Lake City, UT 84132. * Drs Perkins, Reddy, and Dunphy contributed equally to the development and writing of this article. References 1.Conjoint Task Force of Clinical Pathology Residency Training Writing Committee. 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