Postdoctoral training in clinical chemistry: laboratory training aspects

Postdoctoral training in clinical chemistry lacks a standardized framework. Prior research has shown that structured programs improve resident competence. No prior work had resolved how to balance didactic and practical training. This gap motivated the development of a 2-year program. The University of Toronto program includes didactic courses and laboratory rotations. Residents engage in hospital rotations and attend regular teaching sessions. Research and development projects are part of the training. Management training is also integrated into the program.

The aim of this work is to outline a postdoctoral training program in clinical chemistry. The program spans two years and includes both didactic and laboratory components. Residents rotate through hospital laboratories in both years. The first year focuses on structured rotations and foundational knowledge. The second year builds on that with specialty areas and pediatric testing. Teaching and ward rounds are regular features of the program. Residents also investigate unusual test results and present findings. Management training is included to prepare residents for leadership roles.

The program uses a combination of didactic courses and structured laboratory rotations. Residents complete a 36-week rotation in the first year based on a training manual. In the second year, they focus on pediatric and specialty testing. Regular teaching sessions, ward rounds, and case presentations are part of the training. Residents investigate unusual test requests and patient results. They also present findings at case presentation and journal club sessions. Research and development projects are undertaken by residents. Management training includes departmental meetings and short courses.

Residents complete a 36-week rotation in the first year of the program. The rotation is structured and based on a training manual. In the second year, they focus on pediatric and specialty testing. Regular teaching sessions and ward rounds are attended by residents. They investigate unusual test requests and patient results. Research and development projects lead to scientific presentations and publications. Management training includes departmental meetings and short courses. The program outline provides a useful framework for other training programs.

The program described offers a structured framework for postdoctoral training in clinical chemistry. The authors propose that this outline can be adapted for use in other programs. Didactic courses and laboratory rotations are central to the training. Residents gain experience in pediatric and specialty testing. Regular teaching sessions and case presentations are emphasized. Research and development projects are part of the training. Management training is included to prepare residents for leadership roles. The authors suggest this program can serve as a model for other institutions.