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Teaching Genomic Pathology: Translating Team-Based Learning to a Virtual Environment Using Computer-Based Simulation.

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  • 1From the Departments of Pathology (Dr Haspel) and Medicine (Dr Huang), Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts; the American Society for Clinical Pathology, Chicago, Illinois (Dr Ali and Mr Smith); the Department of Pathology, Microbiology, and Immunology, Vanderbilt University School of Medicine, Nashville, Tennessee (Dr Atkinson); the Department of Pathology, TriCore Reference Laboratories and the University of New Mexico, Albuquerque (Dr Chabot-Richards); the Department of Pathology, UH Cleveland Medical Center and Case Western Reserve University School of Medicine, Cleveland, Ohio (Dr Elliott); the Department of Pathology, NorthShore University HealthSystem and the University of Chicago Pritzker School of Medicine, Evanston, Illinois (Dr Kaul); the Department of Pathology and Genomic Medicine, Houston Methodist Hospital and Weill Cornell Medical College, Houston, Texas (Dr Powell); Baylor Scott and White Central Region Pathology and Texas A&M Medical School, Temple (Dr Rao); the Department of Laboratory Medicine, Yale School of Medicine, New Haven, Connecticut (Dr Rinder); the Department of Pathology, Memorial Sloan-Kettering Cancer Center, New York, New York (Dr Vanderbilt); and the Department of Pathology and Laboratory Medicine, Larner College of Medicine and University of Vermont Medical Center, Burlington (Dr Wilcox). Dr Ali is now with AA Associates, Oak Park, Illinois. Mr Smith is now with Intracon Spain, Barcelona, Spain.

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Summary
This summary is machine-generated.

Virtual training modules effectively improved computer skills for genomic pathology. This approach enhances genomic pathology education accessibility for trainees, demonstrating significant knowledge and skill gains.

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Area of Science:

  • Genomic Pathology
  • Medical Education
  • Digital Health

Background:

  • Computer-based tools are essential for genomic pathology practice.
  • Genomics education faces challenges due to faculty expertise and time constraints.
  • Virtual team-based learning (TBL) can expand access to genomic pathology training.

Purpose of the Study:

  • To adapt an in-person genomic pathology workshop to a virtual format.
  • To assess knowledge and skill acquisition in a virtual learning environment.
  • To evaluate the efficacy of simulation-based online modules.

Main Methods:

  • Developed interactive online modules using a simulation approach.
  • Translated in-person TBL elements into a virtual TBL experience.
  • Evaluated modules across 10 postgraduate pathology programs using pre-post tests and surveys.

Main Results:

  • Significant improvement in overall scores from 45% (pretest) to 70% (posttest) (P < .001).
  • Knowledge and skills acquisition showed similar posttest improvements.
  • 95% of surveyed participants recommended the modules and found they met objectives.

Conclusions:

  • Simulation-based virtual learning effectively equips pathology trainees with essential computer skills for genomic pathology.
  • This approach enhances the accessibility and efficacy of genomic pathology education.
  • Future research should explore broader applications and adaptations for diverse learners and specialties.