Design and Transition of an Emergency E-Learning Pathology Course for Medical Students Evaluation of a Novel Course Concept
Abstract Background Around the world, medical schools emergency-created countless e-learning offerings during the COVID-19 pandemic to provide instruction despite the pandemic. The question now is how to capitalize on this momentum of digitization and how to harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to show what needs to be considered during such a transition. Methods In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. This content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were trained at the same time. Results Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Conclusion Flipped classroom formats are a viable option when using the pre-existing contents. We recommend checking the contents for technical and didactic quality and optimizing them if necessary. Content on research skills can be combined very well with clinical teaching content.