How does the clinical chemistry rotation create a structural framework for education? Is it through textbooks or articles? What mechanisms are in place to ensure that residents are absorbing the information presented? Does the framework incorporate clinical chemistry-related topics outlined in the ACLPS curriculum content guidelines?
To what extent does the curriculum engage residents in consultative activities within the clinical chemistry service? Is there a formal on-call system? How are questions triaged to the resident? Are the residents contacted by both clinical services and technical staff? Does this consultative service have adequate attending oversight and graded responsibility?
Do residents participate in approvals of esoteric testing and/or send-outs? Is the process engaging or burdensome?
Do residents participate in the initial sign-out process of any tests in the clinical laboratories?
Are the residents in contact with other clinical services, either through rounds or as a clinical chemistry representative at clinical conferences?
Are case studies and/or clinical correlations integrated into the curriculum?
Do attendings have regularly scheduled meetings with residents? Do residents regularly meet with technical staff, supervisors, and/or laboratory managers? How can residents provide useful information at those meetings?
Are residents gaining adequate experience in laboratory management, quality control, and regulations? Is there any exposure to basic statistical techniques?
Do residents have bench-time activities in the clinical laboratory? Does the clinical chemistry laboratory have a particular area of specialization that would be favorable toward bench work by the resident?
Are there adequate feedback mechanisms in place to help improve the rotation and guide resident interest? How is poor performance, including diversion to anatomic pathology activities, dealt with?
