Virtual Remote Pathology Education in Support of Virtual Remote Gynecologic-Oncology Training: The Open Pathology Education Network Pilot Proof of Concept Experience.
| Autor: | Hassell LA; From the Department of Pathology, University of Oklahoma Health Sciences Center, Oklahoma City (Hassell)., Wong A; The Department of Pathology, KK Women's and Children's Hospital, Singapore (Wong)., Parkash V; The Department of Pathology, Gynecology, Obstetrics and Reproductive Sciences, Yale University School of Medicine, New Haven, Connecticut (Parkash)., Ng JS; The Department of Gynecologic Oncology, National University Cancer Institute, Singapore (Ng)., Tran NT; The Department of Pathology, The Permanente Medical Group, Regional Laboratory, Berkeley, California (Tran)., Huynh L; The Department of Pathology, Da Nang Hospital, Da Nang, Vietnam (Huynh)., Truong NH; The Departments of Pathology (Han)., Tran TNQ; Gynecologic Oncology,Da Nang Oncology Hospital, Da Nang, Vietnam (Quynh, Ngoc, Quy)., Phan THN; Gynecologic Oncology,Da Nang Oncology Hospital, Da Nang, Vietnam (Quynh, Ngoc, Quy)., Tran TQ; Gynecologic Oncology,Da Nang Oncology Hospital, Da Nang, Vietnam (Quynh, Ngoc, Quy). |
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| Jazyk: | angličtina |
| Zdroj: | Archives of pathology & laboratory medicine [Arch Pathol Lab Med] 2024 May 28. Date of Electronic Publication: 2024 May 28. |
| DOI: | 10.5858/arpa.2023-0449-EP |
| Abstrakt: | 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. Competing Interests: The authors have no relevant financial interest in the products or companies described in this article. (© 2024 College of American Pathologists.) |
| Databáze: | MEDLINE |
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