Impact of COVID-19 Pandemic on Pathology Residents/Trainees in North America: A Survey-Based Study.

Background The COVID-19 pandemic has had a significant impact on resident training and education in the field of Pathology. This study aims to identify the tangible effects and resultant changes in education for Pathology trainees that have resulted from the pandemic. Design An electronic survey regarding Pathology trainee perceptions and experiences in relation to COVID-19 was created via Google Forms. The questionnaire was distributed to the pathology trainees via Twitter and email. The survey was also shared with all Pathology residency program coordinators across the USA and Canada. Results One hundred forty-five trainees responded to the questionnaire. 37.6% reported a significant decrease in specimen volume, whereas 43.3% reported a slight decrease in specimen volume. 18.3% reported the cancellation of educational lectures before shifting to a virtual platform for didactic purposes. However, 74.6% reported shifting all educational activities to virtual platforms. 35% cited cancellations of grand rounds, whereas 18.2% reported cancellations of grand rounds led by guest speakers. 53.5% took COVID-19 tests, and 22.7% were quarantined. 100% reported a change in sign-out culture. Conclusions This pandemic has significantly impacted pathology training in various aspects, including training, education, and well-being. Residents harbored anxiety and stress regarding board exam delays or uncertainties, inadequate exam preparation time, family separation, and compromised safety. The exact quantification of educational loss varied from program to program. A significant decrease in specimen volume and detrimental changes in sign-out culture are indicators of compromised resident education due to the pandemic. This pandemic has extended the use of digital pathology and virtual platforms to a higher extent. Free virtual educational resources provided by various pathology organizations were critically important interventions during this pandemic, contributing to resident education. The pandemic has shown that developing a comprehensive infrastructure to overcome the loss of educational opportunities is of paramount importance to alleviate stress and anxiety among trainees.

Anonymous Audience Response Technology in Image-Based Quiz (IBQ) Neuropathology Lecture for Undergraduate Pre-clinical Medical Students: a Comparison with Traditional Lectures.

Pathology teaching, an intensively image loaded discipline, poses a significant challenge in its delivery. A lot of effort has been placed into sourcing teaching methods that could effectively enhance students' understanding and knowledge retention in this discipline. We describe for the first time in the literature the use of an image-based quiz (IBQ) to deliver a neuropathology lecture. The participating medical students were randomised into either the study group (IBQ) or the control group (traditional lecture, TL). The students were asked to complete the pre- and post-multiple choice question (MCQ) test before and after attending either of the allocated interventions. In the IBQ group, the students were presented with image-based quizzes, and answers to the quizzes were projected in real-time on screen. The students in the TL group were given the usual, traditional lecture. A total of 75 third-year medical students participated in this study. The participants were recruited from third-year medical students representing two different academic years. There was no significant difference in the pre- and post-MCQ scores between the IBQ and TL groups. However, a significant improvement in the mean scores for the pre- and post-MCQ results in both the study (p = 0.001; 95% CI 0.572-1.954) and control (p < 0.001; 95% CI 0.561-1.763) groups was observed. We found that the IBQ was a simple, personalised, and cost-effective digitalised tool which our study suggests it to be as effective as the traditional lecture in the delivery of pathology knowledge in undergraduate medical students.

Enhancing pathology learning for medical students - via blended learning by clinicians.

This article was migrated. The article was marked as recommended. Objectives: Assessing the feasibility and benefits of supplementary pathology teaching by a clinician to improve students' understanding of the pathological process and its relationship with clinical symptoms and signs during their clinical rotations. Design, Setting, and Participants: The Bachelor of Medicine and Bachelor of Surgery (MBBS) Course in the University of Tasmania is a 5-year undergraduate program and all disciplines of pathology are taught in years 1, 2 (pre-clinical) and 3 (clinical transition), by pathologists. Over a twelve-year period, with the application of technology, pedagogy, and content knowledge framework, a blended pathology learning program developed and delivered by a surgeon to supplement the existing pathology curriculum. Participants were medical students in year three of the MBBS course during their nine-week surgical rotations. Intervention: Images of pathology specimens were presented online for the students to identify the organ, pathology and associate this with clinical features to arrive at a clinical diagnosis using online team discussions followed by face-to-face sessions to further explore students' responses. Main outcome measures: The survey used both quantitative and qualitative measures to assess students' knowledge gain in pathology, their perceptions about critical thinking and clinical reasoning skills, and satisfaction. Results:The results indicate that most students', especially the weaker students, improved on their pathology knowledge over the period of the course, which helped in their development of skills in diagnosing and managing diseases with a high level of satisfaction of all students. Conclusion: This study provides supportive evidence that overall students' pathology knowledge improved through delivery using blended learning and importantly weaker students benefitted considerably. Also, the results suggest that when students view pathology specimens online, engage in scholarly debate about them, and participate in face-to-face sessions to consolidate their learning, they gain strong inductive medical reasoning skills.

Experiential Teaching Paradigms: Adapting the Medical Education Literature to Academic Pathology Practice.

The medical education literature has presented many experiential teaching paradigms to help faculty teach more effectively in busy clinical settings. Three prominent teaching models are The Aunt Minnie model, the SNAPPS model, and the One-Minute Preceptor. Teaching paradigms can help faculty to develop into effective teachers. Each of these models can be adapted to a busy academic pathology practice. The Aunt Minnie model is effective in cases with high pattern recognition, such as repetitive trays of biopsies. The SNAPPS model is learner directed and is easily adapted for an advanced learner with complex cases requiring ancillary testing. The One-Minute Preceptor method is effective for teachers with groups of learners, such as multiheaded scope sessions.

Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form.

INTRODUCTION: Many curricula integrate radiology with anatomy courses but none of these curricula adopt integration of pathology with radiology as interdisciplinary form at the undergraduate level. The aim of the current study was to identify the outcome of interdisciplinary integrated course of pathology and radiology in musculoskeletal system module (MSK). METHODS: A comparative interventional study was conducted on 60 students representing a whole class of the third year of level V. MSK and gastrointestinal module (GIT) were selected as study and control module, respectively, as being adopted for the same level/allocated hours, enriched with many subject areas for both fields, and availability of learning resources for both. A planned interdisciplinary integrated course for MSK pathology and radiology was implemented in the pathology lab. The subject area was selected and taught for both fields in consecutive ways by pathology and radiology experts. After teaching, gross/histopathologic specimens and radiology imaging/reports were distributed over benches and the students investigated the same. Conversely, in GIT control module, both fields were delivered separately, and no interdisciplinary form of integration occurred. Students' scores for both fields were filtered from the objective structured practical exam, quiz, and final exam. Students' marks and satisfaction were subjected to multiple comparisons using independent student's t-test. SPSS version 17 was used. RESULTS: Significances were obtained between total marks of students for both modules and between radiology courses for both with P=0.0152 and 0.0199, respectively. Number of students who achieved >80% in MSK was 20 and 26 compared to 15 and 17 in GIT for pathology and radiology, respectively. Student satisfaction was high for interdisciplinary integration in MSK with significant difference obtained between MSK and GIT. CONCLUSION: The integration of both fields augments student performance for both. This experience must encourage curriculum committee to globalize it over all other modules.

Utilization of Open Source Technology to Create Cost-Effective Microscope Camera Systems for Teaching.

BACKGROUND: Open source technologies and mobile innovations have radically changed the way people interact with technology. These innovations and advancements have been used across various disciplines and already have a significant impact. Microscopy, with focus on visually appealing contrasting colors for better appreciation of morphology, forms the core of the disciplines such as Pathology, microbiology, and anatomy. Here, learning happens with the aid of multi-head microscopes and digital camera systems for teaching larger groups and in organizing interactive sessions for students or faculty of other departments. METHODS: The cost of the original equipment manufacturer (OEM) camera systems in bringing this useful technology at all the locations is a limiting factor. To avoid this, we have used the low-cost technologies like Raspberry Pi, Mobile high definition link and 3D printing for adapters to create portable camera systems. RESULTS: Adopting these open source technologies enabled us to convert any binocular or trinocular microscope be connected to a projector or HD television at a fraction of the cost of the OEM camera systems with comparable quality. CONCLUSION: These systems, in addition to being cost-effective, have also provided the added advantage of portability, thus providing the much-needed flexibility at various teaching locations.

The Virtual Pathology Instructor: a medical student teaching tool developed using patient simulator software.

Virtual microscopy has been adopted by many medical schools but often without addressing the need for students to understand how to integrate slide observations with other diagnostic information. The goal of this study was to develop an innovative tool for teaching pathology to medical students that presents a variety of virtual materials necessary for a complete pathology evaluation. The Virtual Pathology Instructor (V-PIN) is patient simulation software (vpSim) created and supported by the University of Pittsburgh School of Medicine, Laboratory for Educational Technology, and allows students to assume the role of a diagnostic pathologist. V-PIN utility was demonstrated by educationally significant improvement between pretest and posttest scores for 2 cases (mean, 3.8 versus 4.2; P = .0007; 1.9 versus 3.0; P = .0001). A third case did not perform as well (mean, 2.5 versus 2.3; P = .12) but detailed evaluation of the performance of the case identified possible improvements. Maximum posttest performance was seen following both the traditional workshop and the V-PIN case as compared to the case alone (posttest 4.2 versus 3.0; P < .0001). No significant difference was identified in student progress through V-PIN cases taken before or after the related traditional workshop, as demonstrated by total time on task, number of steps to complete, total score, number of incorrect answers, and number of requests for V-PIN help. Patient simulation software is an effective tool for teaching pathology to medical students and can provide individual instruction and immediate feedback as well as identify opportunities to refine and enhance the educational experience.

An empirical study of skill points in pathology courses / 中华医学教育探索杂志

Objective To investigate the characteristics and distribution of class teaching skill points in state high quality course pathology using Flanders interaction analysis system to analyze the teaching video of pathology course.Methods Teaching videos of state high quality course (pathology course) between 2006 and 2012 were analyzed by Flanders interaction analysis system.Frequencies of using teaching skill,presentation skill and interaction skill were statistically analyzed.Results The study found that frequencies of using teaching skill points in pathology course were decreased in the following order:presentation skill (53.94％),interaction skill (26.64％) and teaching skill (19.42％).Sensory focusing was most commonly used in presentation skill.Monitoring and expressing concern were most commonly used in interaction skill.Gestures and cases were most commonly used in teaching skill.Conclusions Teachers in pathology teaching should correctly handle the relationship among the presentation,interaction and teaching skills according to the teaching objectives and teaching content.

To share the experience about utilization of PBL with multimedia technology in pathology teaching / 中华医学教育探索杂志

In exploring the reform of pathology teaching, we tried to utilize the PBL teaching mode with multimedia technology and got a good result. We found that the new teaching method not only can improve the quality of teaching, stimulate students' interest in pathology, but also can enhance the ability to analyze and solve the problem, and strengthen the learning initiative and enthusiasm at the same time. It is an advanced teaching method to cultivate good medical students by means of PBL teaching mode and multimedia technology. However, we still need further exploration on how to make good use of the new teaching methode.

Discussion on How to Exert Students' Effect as Subject in Pathology Teaching / 中华医学教育探索杂志

In the process of pathology teaching,the teacher can apply various methodologies and techniques to form student-oriented situation,to raise their interest in this discipline,to have the students actively involved in this learning process.In this way,the students become the subjects of the class so that the quality of pathology teaching can be improved.

Viewpoint of Applying the Dialectical Thinking Method to the Pathology Teaching / 中华医学教育探索杂志

In the pathology teaching process,teachers can help students comprehend the essential knowledge of pathology by means of dialectical thinking.The dialectical thinking method not only can make the students memorize the information better,but also can develop the correct thinking method of students and improve their capability of analyzing and solving problems.

Learning guidance in pathology teaching / 中华医学教育探索杂志

Learning guidance in pathology teaching can help to improve the students' learning ability. Learning guidance can be mainly done in two aspects:developing and fostering the students' learning ability on their own and guiding the students to review scientifically.

Plastination: An Improved Method for Preservation of Pathology Specimens

The gross tissue specimens are a valuable aid to the teaching of pathology and anatomy. However, traditional methods for storage and handling of them are discouragingly difficult and, recently, minimal surgical resections as well as preoperative interventions make it more difficult to have instructive gross specimens. Plastination is a process of tissue preservation by impregnation with silicone polymers or epoxy resins. The process in our study involves dehydration by cryosubstitution in aceton, defatting, forced impregnation of silicon polymer in a vacuum, curing and finishing. We submitted 40 surgically resected specimens to plastination. The resulting specimens are odorless, relatively dry, durable, life-like, non-hazardous, maintenance-free, and do not deteriorate with time. Plastinated specimens are a useful adjunct to the teaching of pathology, particularly suited for use in small groups, and appropriate method of tissue preservation. They are much preferred to wet preparation and conventional pots by both students and teachers owing to their accessibility, superior illustrative powers, and comparative ease of interpretation.