Remote Anatomic Pathology Medical Student Education in Washington State

Abstract

Objectives The coronavirus disease 2019 pandemic has halted in-person medical student education in many large academic centers, including the University of Washington. We identified a unique opportunity to bring comprehensive and targeted anatomic pathology training to large numbers of medical students who would not receive it otherwise but also need credited coursework. Methods We developed a comprehensive 2-week remote-learning course encompassing lectures, virtual slides, discussion groups, and unique case-based activities. Activities are tailored to the nonpathologist future clinician, emphasizing basic microscopy and pathology terminology. We employ multiple strategies and technologies to increase engagement while distance learning, including screen annotation, “flipped classroom” slide presentations, and repetition of common themes. Results Given 13 virtual courses to choose between 13% of students enrolled in our course (70 of our 540 rising third- and fourth-year students), a nearly 10-fold increase in average pathology rotators. Conclusions This is an unprecedented opportunity to provide tailored anatomic pathology instruction, both helping our medical students continue training during crisis and illuminating the field of pathology for our future colleagues. Preliminary results have been overwhelmingly positive regarding understanding of pathology concepts as well as attitudes toward pathology.

Operational Impacts of the Coronavirus Disease 2019 (COVID-19) Pandemic and Early Recovery Trends: University of Washington Anatomic Pathology Experience

“…The AP medical student education team rapidly implemented a virtual rotation for the medical school which had their clinical clerkships cancelled and had 70 students enroll in this virtual course. 5 Lastly, in roughly three weeks UW neuropathology conducted and published a rapid validation study aimed at deploying whole slide imaging (WSI) technology for issuing diagnoses at a departmental level as part of our regional COVID-19 response. 3 This minimal resource utilization study was conducted during a time period of relaxed Centers for Medicare and Medicaid Services (CMS) and US Food and Drug Administration (FDA) enforcement of policies regulating remote review of pathology slides.…”

“…1,2 University of Washington (UW) Medicine Anatomic Pathology (AP) in Seattle, WA, was one of the first AP departments to face the effects of the SARS-CoV-2 pandemic within the United States, reflected in rapid service responses to virusassociated autopsies, telepathology services, and both resident and medical student training. 3,4,5 UW Medicine is a major metropolitan hospital system serving the area within and surrounding Seattle, Washington, consisting of four hospitals and several community clinics. It is also a main referral center for Washington State and the Northwestern United States.…”

Students’ attitudes toward digital learning during the COVID-19 pandemic: A survey conducted following an online course in gynecology and obstetrics

“…Data from the University of Washington document a tenfold increase in digital education in pathological anatomy for distant students during the COVID-19 pandemic. One such course examined was similar to ours; it was a comprehensive two-week remote-learning program for third-and fourth-year students that included lectures, slide presentations, virtual discussion groups, and case-based activities [12]. A survey on course effectiveness yielded positive student feedback; in contrast to our ndings, the students found the educational quality to be equivalent to that of an in-person course [12].…”

“…A broad array of options is available for the remote teaching of theoretical content; for education in the history of medicine and medical ethics, these include podcasts, chatrooms, and a vocabulary trainer [15]. The use of digital teaching for gross anatomy and pathological anatomy is also common [6,12]. Our results suggest that the acceptance of digital teaching of theoretical background content is also increasing in clinical medicine.…”

“…One such course examined was similar to ours; it was a comprehensive two-week remote-learning program for third-and fourth-year students that included lectures, slide presentations, virtual discussion groups, and case-based activities [12]. A survey on course effectiveness yielded positive student feedback; in contrast to our ndings, the students found the educational quality to be equivalent to that of an in-person course [12]. This difference might be explained by the difference in course objectives, which included practical skill development in our course and were more theoretical in Parker et al's course, although those authors did not report results by teaching format.…”