From the Department of Pathology, University of Texas MD Anderson Cancer Center, Houston(Dimopoulos, Hansel, Prieto, Chin, Aung).
the Department of Pathology, MedStar Georgetown University Hospital, Washington, DC (Kwon).
Arch Pathol Lab Med. 2024 May 1;148(5):559-565. doi: 10.5858/arpa.2023-0166-OA.
To provide high-quality, safe training during the COVID-19 pandemic, our anatomic pathology fellowship program implemented a hybrid virtual/in-person training model with supplemental digital material.
To evaluate the impact of this model.
We examined Accreditation Council for Graduate Medical Education survey results and board pass rates for fellows before the pandemic (group 1); during the pandemic peak (group 2); and early and late after the pandemic peak (groups 3 and 4). Additionally, we distributed an online survey, including questions related to performance as attending physicians and fellowship experience, to recent graduates.
Information loss during handover, supervision and teaching by faculty, and having at least 4 free days a month exhibited the greatest score declines between group 1 and groups 2, 3, and 4 on the Accreditation Council for Graduate Medical Education surveys. No differences were seen in board passing rates between groups. The groups did not differ in responses regarding preparation for role as attending, confidence in role as attending, or overall impression of the fellowship program. The pandemic-affected groups responded more positively on the perceived utility of supplemental digital material, impact of digital pathology on quality of education, and impact of supplemental digital material on familiarity with digital pathology. The difference was particularly large between group 1 and combined groups 3 and 4.
Despite the limitations noted, the hybrid training model was effective and successfully prepared fellows for their role as attending physicians. Similar studies can be informative for the implementation of similar programs or for the meaningful integration of digital pathology into training curricula.
为了在 COVID-19 大流行期间提供高质量、安全的培训，我们的解剖病理学奖学金项目实施了混合虚拟/面对面培训模式，并补充了数字材料。
评估该模型的影响。
我们检查了在大流行之前（第 1 组）、大流行高峰期（第 2 组）以及大流行高峰期后早期和晚期（第 3 组和第 4 组），学员接受研究生医学教育认证委员会调查结果和委员会通过率。此外，我们向最近的毕业生分发了一份在线调查，其中包括与主治医生表现和奖学金经历相关的问题。
在研究生医学教育认证委员会调查中，在交接期间、教员的监督和教学以及每月至少有 4 天的空闲时间，信息损失最大，与第 1 组相比，第 2 组、第 3 组和第 4 组的得分下降幅度最大。各组的委员会通过率无差异。各组对作为主治医生的准备情况、作为主治医生的信心或对奖学金项目的总体印象的回答也没有差异。受大流行影响的组对补充数字材料的实用性、数字病理学对教育质量的影响以及补充数字材料对熟悉数字病理学的影响的评价更为积极。第 1 组与第 3 组和第 4 组的综合组之间的差异尤其大。
尽管存在局限性，但混合培训模式是有效的，并成功地为学员担任主治医生做好了准备。类似的研究对于实施类似的项目或数字病理学在培训课程中的有意义整合具有参考意义。
