FE-learning and the virtual transformation of histopathology teaching during COVID-19: its impact on student learning experience and outcome

Background Medical and pathology education has gone through an immense transformation from traditional face-to-face teaching mode to virtual mode during the COVID-19 pandemic. This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic in Griffith University, Australia. Methods Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. Results A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, individual performance was not significantly different (p = 0.30) and compared to the prior cohort completing the same curriculum the mean overall mark was significantly improved from 65.36% ± 13.12% to 75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. Conclusions The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement without any adverse effects on student learning outcomes in histology and pathology education.

Phytopathology teaching teaching during COVID-19: UNA Costa Rica case

<p>The pandemic caused by SARS-CoV-2 has been a challenge when it comes to teaching at a university level, and particularly when teaching plant pathology. As preventive strategies, lockdown and social distancing have been generalized in all countries. In Costa Rica, universities suspended in-person classes beginning in March 2020, and implemented virtual teaching-learning processes for bachelor’s and postgraduate students. However, every course/professor has designed the virtual teaching strategies and models according to the socio-educational realities of the group. The teaching of plant pathology in Agronomy bases its teaching methods in laboratory practices and commercial productive units. This article presents strategies and regulations implemented by the National University of Costa Rica and applied to university teaching and reflects upon the achievements reached and the challenges in the plant pathology education in its virtual form.</p>

E-Learning and the Virtual Transformation of Histopathology Teaching During COVID-19: Its Impact on Student Learning Experience and Outcome.

Background This study evaluated the effectiveness of online histopathology teaching in medical education during the 2020 COVID-19 pandemic. Methods Second-year medical students (n = 150) who had previously completed one year of face-to-face histopathology teaching, completed an online questionnaire rating their learning experiences before and during the COVID-19 pandemic after the completion of their histology and pathology practical sessions. The students' histopathology assessment results were then compared to the histopathology results of a prior second-year cohort to determine if the switch to online histopathology teaching had an impact on students' learning outcome. Results A thematic analysis of the qualitative comments strongly indicated that online histopathology teaching was instrumental, more comfortable to engage in and better structured compared to face-to-face teaching. Compared to the previous year's practical assessment, the mean overall mark was significantly improved from 65.36% ± 13.12–75.83% ± 14.84% (p < 0.05) during the COVID-19 impacted online teaching period. Conclusions The transformation of teaching methods during the 2020 COVID-19 pandemic improved student engagement and positive learning outcomes in histology and pathology education.

Medical Education in Pathology: General Concepts and Strategies for Implementation

Context.— athology education must evolve as medical knowledge expands and disruptive technologies emerge. The evolution in pathology teaching practices accelerated as traditional teaching modalities were suspended in March 2020 during the coronavirus disease 2019 (COVID-19) pandemic. Objectives.— To provide pathologists an overview of established teaching paradigms and practical examples of how these paradigms may be applied to pathology education, emphasizing differences in graduate and undergraduate medical education as well as the challenges and promises of remote learning, as revealed by the COVID-19 pandemic. Data Sources.— Selected peer-reviewed publications representing the field of educational social science. Conclusions.— Evidence-based methods described in education and social sciences can be effectively deployed in pathology education and especially remote learning, as necessitated by the current COVID-19 pandemic. Understanding established principles, such as cognitive load, competency-based learning, peer-assisted learning, and flipped classrooms may prove useful in developing effective, learner-centric content for pathology education.