BACKGROUND
E-learning is the use of Internet technologies to enhance knowledge and performance. Due to the education disruption caused by the spread of the Coronavirus disease 2019 (COVID 19), our aim was developing digital tools representing practical educational documents answering the questions asked by pathologists in training in front of important and complicated situations faced in the daily practice, thus enabling particularly pathologists in training, medical students and doctors in general, to better understand the diagnostic process by developing simplified decision algorithms while ensuring the management of small and precious samples, and therefore the relevance of treatment options and patient management.
OBJECTIVE
In our Pathology department, we have started utilizing this didactic method of learning way before COVID-19 pandemic, by developing digital tools, allowing medical students and residents in training to learn at their own pace. We believe a hybrid model of education has significant benefits, as traditional offline learning and e-learning are complementary.
METHODS
Self- training kits were designed to provide practical educational tools that offer a clear and rational approach for residents in training to face challenges in their daily practice, by using numorous diagnosis algorithms, this enables them to better understand the diagnostic process. The project was planned in multiple phases; it has two main components, a medical component that comprises the scientific content and the informatic one that allows the user to access the final version.
RESULTS
The digital tools contain definitions and general recent information on the subject selected, clinical, biological and radiological study to help managing pathological cases in a multidisciplinary approach, and most importantly, a detailed histopathological chapter, rich in simplified decision algorithms, tables and illustrative practical clinical cases. A final chapter is dedicated to the evaluation which aims to identify the specific needs of each user. Once inserted, users browse the kit’s content and clicks on the file "index.html" to find the different sections on the horizontal menu bar.
CONCLUSIONS
Self-training kits help controlling the pace and sequence of instruction and make personally meaningful choices which should help residents in training to understand and orient towards a pertinent diagnosis in order to improve the management of small and precious samples, and therefore the relevance of treatment options and patient management.