Hassell Lewis A, Peterson JoElle, Pantanowitz Liron
Department of Pathology, University of Oklahoma Health Sciences Center, OK, USA.
Department of Pathology, University of Michigan, Michigan Medicine, OK, USA.
Acad Pathol. 2021 Feb 24;8:2374289521994240. doi: 10.1177/2374289521994240. eCollection 2021 Jan-Dec.
Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.
将数字教材引入住院医师培训项目的进程较为缓慢，这在许多新技术的应用中都很常见。新冠疫情极大地改变了许多住院医师教学模式的范式，因为各机构实行社交距离措施以防止新型冠状病毒传播。这一转变对病理学实习生教育的影响尚未得到充分研究。我们对病理学实习生、项目主任和教员进行了一项在线调查，以评估新冠疫情前后对各种数字病理学模式的使用情况及反应。通过社交媒体和定向呼吁来征集反馈。共有261名受访者（112名教员、52名项目主任和97名实习生）报告称，与数字病理学相关的教育工具的使用有了显著且大幅的增加。绝大多数教员和项目主任都认为这一转变对他们教学的质量（分别为59%和62%）和效果（66%）产生了不利影响。学习者对于这一转变对学习质量（59%）和效果（64%）的影响也有类似看法。大多数受访者（70%-92%）预计，在新冠疫情之后，他们对数字病理学教育工具的使用将会增加或保持不变。全球新冠疫情给病理学培训项目带来了独特的机遇和挑战。因此，数字病理学资源被迅速采用以继续支持教育活动。但这项技术的学习曲线和利用率被认为损害了教学和学习的质量及效果。鉴于数字工具的使用在新冠疫情之后似乎仍将继续增长，因质量和效果受损而带来的挑战需要得到解决。
