Development of a Remote Online Collaborative Medical School Pathology Curriculum with Clinical Correlations, across Several International Sites, through the Covid-19 Pandemic

Abstract

Introduction Due to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching. Objective To assess a new curriculum implementation at Weill Cornell Medicine-Qatar. Materials and Methods This for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student. Results Four elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course. Discussion and Conclusions Technological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

“…There is no doubt that the COVID-19 pandemic, along with measures to slow its spread across Africa—incorporating early lockdown alongside other measures, including closure of borders and higher education institutions [ 43 , 92 ]—has caused considerable challenges for higher education across Africa ( Table 1 ). This is similar to many other countries [ 50 , 85 , 86 , 87 , 98 , 118 ].…”

“…We have also seen advances in e-learning approaches among a number of countries, including higher-income countries, to devise different teaching approaches. These include mobile applications for practical sessions, addressing concerns with e-exams, and universities combining to offer virtual microscopy and Zoom videoconferencing to teach pathology [ 84 , 85 , 86 , 87 ]. The situation in these countries, as well as Saudi Arabia ( Box 1 ), can be different to experiences in Jordan and other LMICs with appreciably fewer resources to instigate e-learning and other approaches [ 50 , 88 , 89 , 90 ], as well as across Africa ( Table 1 ).…”

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

“…Online tests including a broad interface of questions and automatic verification of answers are now available, as well as self-study tests with explanations and decision-making labyrinths which encourage creative thinking [20][21][22]. The authors of papers [23][24][25][26] have published very interesting recent examples of the usage of technological innovation in medicine. In paper [23] by Guiter et al, the authors present the development of remote online collaborative medical school pathology and explain how students across several international sites, throughout the COVID-19 pandemic, could control the digital slides and offer their own diagnoses, followed by group discussions.…”

“…The authors of papers [23][24][25][26] have published very interesting recent examples of the usage of technological innovation in medicine. In paper [23] by Guiter et al, the authors present the development of remote online collaborative medical school pathology and explain how students across several international sites, throughout the COVID-19 pandemic, could control the digital slides and offer their own diagnoses, followed by group discussions. In publication [24] by Guadalajara et al, the authors demonstrate whether it is possible to create a technological solution to flexibly self-manage undergraduate general surgery practices within hospitals.…”

Letter to the Editor: Limitations to Remote Electives in Pathology—a Medical Student’s Perspective

“…We greatly enjoyed reading a recent paper regarding the implementation of remote teaching in international histopathology electives [1] and had a few reflections as final year medical students with a particular interest in histopathology.…”