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The goal of this curriculum is to make a pathology trainee able to properly handle at least 95% of cases that are expected at an average general pathology department.  
The goal of this curriculum is to make a pathology trainee able to properly handle at least 95% of cases that are expected at an average general pathology department.  
'''FROZEN SECTION CHAPTER'''
'''Surprise frozen sections'''
While most frozen sections can be predicted from schedules of the operating room and thereby be looked up beforehand, this chapter deals with the most common ones that do not offer such preparation time, thus indicating memorization of how to handle them.
(Gather most common situations.)
'''Other frozen sections'''
Although these are generally given on schedules of the operating room, any pathologist may end up suddenly covering for another one, and subsequently be presented with the frozen section case without having had the time to look it up beforehand.
'''NON-EMERGENT PATHOLOGY'''
Also largely a directory of external guidelines and databases.
'''Non-emergent pathology questions'''
FINDING GUIDELINES
Which of the following situations does not have comprehensive guidelines available online?
INFECTIOUS DISEASES
Ask what are the main locations to look for infection in a specific autopsy case.
Provide algorithm of gram stain etc. and table of main bacteria by various locations.
'''Where to find information'''
INFORMATICS QUESTION
Provide genetic variant in long format.
- Which database is the best to use to look up the pathogenicity of this variant?
 - ClinVar (correct)
 - gnomAD (population frequencies)
 - PolyPhen (likelihood of protein damaging)
 - PharmGKP (associated treatments)
- In ClinVar, what would you enter
 - A1708V (then BRCA1)
'''Dealing with Internet denialists and their exams'''
They take '''pride''' in for example memorizing the chromosome locations of even rare mutations, but when being called in for a frozen section of even relatively common specimens such as brain, lung or skin tissues, they may not know how to differentiate even the most common 90% of diagnoses.
An Internet denialist who has memorized something may '''assume''' that pathology trainees should memorize it as well, and entire lectures may largely consist of rants of such items. In reality, when something is encountered and looked up something enough times, it will generally get memorized. It is generally more efficient to let time tell which situations will be common versus uncommon, rather than trying to memorize knowledge for even uncommon situations.
Exam studying (as per Art of Procreation)


=Fixation=
=Fixation=
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