Remote pathology education during the COVID-19 era: Crisis converted to opportunity
Remote pathology education during the COVID-19 era: Crisis converted to opportunity
复制标题
DOI：
10.1016/j.anndiagpath.2020.151612
复制
发表时间：
2020-12-01
影响因子：
2
通讯作者：
Taragin, Benjamin
中科院分区：
文献类型：
--
作者：
Samueli, Benzion;Sror, Neta;Taragin, Benjamin
内容：2019冠状病毒病大流行导致教育部门关闭，包括医学生临床实习。目的：回顾面向本科医学生的诊断病理学选修课的设计，技术实施，教师和学生的评价，并提出进一步调整和优化选修课的建议。设计：整个幻灯片图像（WSI）是匿名的，学生们可以远程访问大学的计算机，这些计算机是用两个免费的WSI浏览器准备的。每个主题都分为四个部分：自主阅读、通过Zoom讲课、基于数字幻灯片集的测验以及通过Zoom对幻灯片的正面回顾。59名学生参加了选拔赛。课程结束后，学生完成了一份匿名问卷调查。结果：在59名参与者中，42%（n = 25）回答。没有一个受访者有任何以前的指示诊断病理学。总体而言，该课程的评价非常有利：68%（n = 17）在与课程兴趣，对所涵盖疾病的理解的改善以及如果有选择，他们会强烈建议学生参加这门课程的问题上，在4分制量表上至少得到3分。类的最显着的缺点，报告的80%（n = 20）是在访问slides.Conclusion技术挑战：我们相信这门课程是成功的，可以成为未来虚拟病理学选修课的典范。应努力为学生提供技术支持。选择性证明了学生的价值，并提供了急需的接触诊断病理学在临床实践中。
Context: The COVID-19 pandemic led to shutting of education faculties, including clinical clerkships for medical students.Objective: To review a selective for a course in diagnostic pathology geared toward undergraduate medical students, including its design, technical implementation, instructor and student evaluations, and suggestions for options for further adjusting and optimizing the selective.Design: Whole slide images (WSI) were anonymized and students were given remote access to university computers, which were prepared with two freely available WSI viewers. Each topic was taught in a four-part module: Self-assigned reading, lecture via Zoom, quiz based on digital slide sets, and a frontal review of the slides via Zoom. Fifty-nine students participated in the selective. Following the course, students completed an anonymous questionnaire.Results: Of the 59 participants, 42% (n = 25) responded. None of the respondents had any previous instruction in diagnostic pathology. Overall, the course was rated very favorably: 68% (n = 17) gave at least 3 points on a 4-point scale on questions relating to course interest, improvement in understanding of the covered diseases, and how strongly they would recommend a student take this course if given an option. The most significant disadvantage of the class, as reported by 80% (n = 20) were technical challenges in accessing the slides.Conclusion: We believe the course was a success and can be a model for future virtual pathology electives. Great effort should be done to provide technical support to the students. The selective demonstrated value for students and provided much-needed exposure to diagnostic pathology in clinical practice.