Hassell Lewis A, Wong Adele, Parkash Vinita, Ng Joseph S, Tran Ngoc Tb, Huynh Lien, Han Truong Ngoc, Quynh Tran Thi Nhu, Ngoc Phan Thi Hong, Quy Tran Tu
From the Department of Pathology, University of Oklahoma Health Sciences Center, Oklahoma City (Hassell).
From the Department of Pathology, KK Women's and Children's Hospital, Singapore (Wong).
Arch Pathol Lab Med. 2025 Jul 1;149(7):597-601. doi: 10.5858/arpa.2023-0449-EP.
CONTEXT.—: The subspecialty workforce in pathology globally is inadequate for the demands of many modern therapies. The Open Pathology Education Network (OPEN) was formed to augment the global pathology workforce. The International Gynecologic Cancer Society (IGCS) virtual gynecologic-oncology (gyn-onc) fellowship training identified needs for higher-level pathology support.
OBJECTIVE.—: To report on an OPEN-IGCS pilot project to support gyn-onc and pathology education efforts in a developing country.
DESIGN.—: Curriculum with learning objectives and content from open sources was assembled. Mentoring sessions included bidirectional case sharing. Trainees received sequential curricula assignments and had options for communication outside mentoring sessions. Pretest and posttest digital slide assessments were included. Mentors attended the gynecology tumor board, allowing for the assessment of quality and accuracy of pathology diagnosis for cases discussed.
RESULTS.—: Learners completing the pretest and posttest showed substantial improvement, with 2 practicing pathologists improving their diagnostic scores from 60% to an average of 95%. A third trainee-level participant also improved, but to a lesser degree. Qualitative assessments included increased confidence in presentation and an increased ability to anticipate questions, raise issues of expanded differential diagnoses, and articulate appropriate workup. Observations of clinicians who participated also noted increased confidence in participating pathologists. Secondary value included establishing an expanded network of support in other subspecialties for participants. Pathologic issues at the tumor board decreased, from more than 50% in the first 3 months of study to 0% in the last 3 months of study. The curriculum was embedded into a self-paced learning portal at courses.open-pathology.org.
CONCLUSIONS.—: The OPEN-IGCS collaboration model shows the potential to provide subspecialty pathology training remotely.
全球病理学亚专业人员数量不足以满足许多现代治疗的需求。开放病理学教育网络（OPEN）应运而生，以增加全球病理学专业人员数量。国际妇科癌症协会（IGCS）的虚拟妇科肿瘤学（妇科肿瘤） fellowship 培训发现了对更高水平病理学支持的需求。
报告一项 OPEN-IGCS 试点项目，该项目旨在支持一个发展中国家的妇科肿瘤学和病理学教育工作。
汇编了具有学习目标和来自开放资源内容的课程。指导课程包括双向病例分享。学员接受了一系列课程作业，并可选择在指导课程之外进行交流。纳入了预测试和后测试数字幻灯片评估。指导教师参加了妇科肿瘤病例讨论会，以便对讨论病例的病理学诊断质量和准确性进行评估。
完成预测试和后测试的学习者有显著进步，两名执业病理学家将他们的诊断分数从 60%提高到平均 95%。第三名学员水平的参与者也有进步，但程度较小。定性评估包括在展示方面信心增强，以及预测问题、提出扩大鉴别诊断问题和清晰阐述适当检查方法的能力提高。参与的临床医生的观察也指出参与的病理学家信心增强。次要价值包括为参与者在其他亚专业建立扩大的支持网络。肿瘤病例讨论会上的病理学问题减少，从研究前三个月的超过 50%降至研究最后三个月的 0%。该课程被嵌入到 courses.open-pathology.org 的自主学习门户中。
OPEN-IGCS 合作模式显示了远程提供亚专业病理学培训的潜力。
