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Development of a whole slide based centralised e-learning repository in the london histopathology training scheme
IAP 2014 ABSTRACTS
Pathology Education: Poster#270
Pathology Education: Poster#272
CONCEPT MAPS – ADJUNCT TOOLS FOR TEACHING AND LEARNING PATHOLOGY
DEVELOPMENT OF A WHOLE SLIDE BASED CENTRALISED E-LEARNING REPOSITORY IN THE LONDON HISTOPATHOLOGY TRAINING SCHEME
Shivayogi Bhusnurmath, Bharti Bhusnurmath, Shefali Goyal, John Okpe, Vajinder Singh, Ashraf Abugroun and Safina Hafeez Department of Pathology, St Georges University School of Medicine, St Georges, Grenada, West Indies The students feel challenged to learn pathology because it is the first time in the medical school that they are forced to do active learning by bringing together the information they have gathered through the basic science courses and apply it in a clinical context. They need to be taught how to learn by concepts, associations, comparisons and distinctions. Since 2002 we have required each student to draw one concept map each week and submit for review. The submissions were evaluated to see if they satisfied the qualities of a good concept map and returned for any corrections needed. Each student submitted a minimum of 10 such concept maps through the course. The course is offered twice a year and hence points for the students (approximately 600 in each class) generated approximately 12,500–13,000 concept maps each year (over 100,000 such maps over 11 years). The quality of concept maps was scored on a scale of 20 based on various criteria by at least two faculty independently. It was correlated with the scores in the pathology exams. The quality of concept maps statistically (Spearmans Rho 0.433, 0.609 and 0.621) correlated very well with the scores in pathology. Students found them very useful for study.
Pathology Education: Poster#271 DESIGNING PATHOLOGY TEACHING LAB ACTIVITY FOR MEDICAL STUDENTS Bharti Bhusnurmath, Shivayogi Bhusnurmath and Shefali Goyal Department of Pathology, St Georges University, Grenada, West Indies The labs were designed to create an opportunity for independent learning, active learning and recapitulation of information from basic sciences and applying them in a clinical context and eventually developing a clinical vignette based on an image provided. The students were divided into groups of 12 and the images provided a week in advance. Each student was directed to study the image and answer the following questions: what is the structure (give reasons); how is it different from normal; what would be the diagnosis on these observations; list 3 symptoms, signs and investigations for a patient with this disease; what results do you expect in the lab tests; course and complications; write a clinical vignette for this patient and two MCQs. The students post this data on their group website and present the same to their group the next day under the supervision of the faculty. They generate 400 patient stories based on images provided in 16 weeks and 30% test items are linked to images. We have practiced this on over 11,000 students so far. Students improved their communication skills and performed extremely well in the exams requiring clinical analysis. The step 1 USMLE pass rate improved to 98%.
S123
Wen Ng and Hasan Rizvi Department of Cellular Pathology, Royal London Hospital, London, UK We share our experience in the development of a centralised repository of e-learning in histopathology/surgical pathology based on whole slide scans (WSS). Traditionally, training in histopathology has involved the use of light microscopes and glass slides. Virtual microscopy/WSS is rapidly gaining ground in diagnostics, research and teaching and it is envisaged that in the near future, depending on technological advances and standardisation, this may be the preferred modality not only for diagnostics and research but also for training and assessments. It was with this view of the future that the London Deanery invested in whole slide scanners and a web based e-learning platform to develop a central training resource which includes: modules mapped to the histopathology and haematology training curricula of the Royal College of Pathologists; online exam modules modelled on the Fellowship exam of the Royal College of Pathologists (FRCPath); and a potpourri of common diagnostic entities and interesting cases. Though a pilot version is currently under review by pathology trainees based in London, UK, this project is still work under progress. In summary, we share a new online resource integrated into the local curriculum and assessments and the experience of both the developers and the users.
Pathology Services in Limited Resource Area: Poster#273 CAMPAIGN TOUR FOR PROMOTION OF PAP SMEAR TEST IN THE NORTH EASTERN PROVINCES IN LAO PDR Motoji Sawabe1, Kiyomi Hando2, Ichiro Kasahara3, Hisako Endo4, Naoki Yoshimi2, Yukinori Murata5, Soulideth Vilayvong6, Bounlueang Kousonh6, Phouthone Sitthideth6 and Phetsamone Arounlangsy6 1Tokyo Medical and Dental University, 2Ryukyu University, 3Ome Municipal General Hospital, 4Edogawa Hospital, 5National Center for Global Health and Medicine (NCGM), and 6University of Health Sciences, Lao PDR (LUHS) Background: Lao PDR is the least developed country in East Asia and medical conditions are poor. The pathological examination has been performed only in Vientiane Capital, and there are only nine pathologists in the whole country. We performed a campaign tour for Pap-test promotion in the North Eastern provinces in Lao PDR in 2012. The NPO Japan Support Group for Lao Pathology and NCGM supported the project. Details: Four pathologists and two technologists visited two provincial and two county hospitals in a van to hold a cytological workshop for medical staff and to perform Pap smear tests for healthy female volunteers. A total of 839 females participated in the Pap smear tests, among whom cytological abnormalities were detected in 60 participants (7%) including 11 HSIL, 9 ASC-H, and 40 LSIL.
Copyright © Royal College of pathologists of Australasia. Unauthorized reproduction of this article is prohibited.
Pathology Education: Poster#270
Pathology Education: Poster#272
CONCEPT MAPS – ADJUNCT TOOLS FOR TEACHING AND LEARNING PATHOLOGY
DEVELOPMENT OF A WHOLE SLIDE BASED CENTRALISED E-LEARNING REPOSITORY IN THE LONDON HISTOPATHOLOGY TRAINING SCHEME
Shivayogi Bhusnurmath, Bharti Bhusnurmath, Shefali Goyal, John Okpe, Vajinder Singh, Ashraf Abugroun and Safina Hafeez Department of Pathology, St Georges University School of Medicine, St Georges, Grenada, West Indies The students feel challenged to learn pathology because it is the first time in the medical school that they are forced to do active learning by bringing together the information they have gathered through the basic science courses and apply it in a clinical context. They need to be taught how to learn by concepts, associations, comparisons and distinctions. Since 2002 we have required each student to draw one concept map each week and submit for review. The submissions were evaluated to see if they satisfied the qualities of a good concept map and returned for any corrections needed. Each student submitted a minimum of 10 such concept maps through the course. The course is offered twice a year and hence points for the students (approximately 600 in each class) generated approximately 12,500–13,000 concept maps each year (over 100,000 such maps over 11 years). The quality of concept maps was scored on a scale of 20 based on various criteria by at least two faculty independently. It was correlated with the scores in the pathology exams. The quality of concept maps statistically (Spearmans Rho 0.433, 0.609 and 0.621) correlated very well with the scores in pathology. Students found them very useful for study.
Pathology Education: Poster#271 DESIGNING PATHOLOGY TEACHING LAB ACTIVITY FOR MEDICAL STUDENTS Bharti Bhusnurmath, Shivayogi Bhusnurmath and Shefali Goyal Department of Pathology, St Georges University, Grenada, West Indies The labs were designed to create an opportunity for independent learning, active learning and recapitulation of information from basic sciences and applying them in a clinical context and eventually developing a clinical vignette based on an image provided. The students were divided into groups of 12 and the images provided a week in advance. Each student was directed to study the image and answer the following questions: what is the structure (give reasons); how is it different from normal; what would be the diagnosis on these observations; list 3 symptoms, signs and investigations for a patient with this disease; what results do you expect in the lab tests; course and complications; write a clinical vignette for this patient and two MCQs. The students post this data on their group website and present the same to their group the next day under the supervision of the faculty. They generate 400 patient stories based on images provided in 16 weeks and 30% test items are linked to images. We have practiced this on over 11,000 students so far. Students improved their communication skills and performed extremely well in the exams requiring clinical analysis. The step 1 USMLE pass rate improved to 98%.
S123
Wen Ng and Hasan Rizvi Department of Cellular Pathology, Royal London Hospital, London, UK We share our experience in the development of a centralised repository of e-learning in histopathology/surgical pathology based on whole slide scans (WSS). Traditionally, training in histopathology has involved the use of light microscopes and glass slides. Virtual microscopy/WSS is rapidly gaining ground in diagnostics, research and teaching and it is envisaged that in the near future, depending on technological advances and standardisation, this may be the preferred modality not only for diagnostics and research but also for training and assessments. It was with this view of the future that the London Deanery invested in whole slide scanners and a web based e-learning platform to develop a central training resource which includes: modules mapped to the histopathology and haematology training curricula of the Royal College of Pathologists; online exam modules modelled on the Fellowship exam of the Royal College of Pathologists (FRCPath); and a potpourri of common diagnostic entities and interesting cases. Though a pilot version is currently under review by pathology trainees based in London, UK, this project is still work under progress. In summary, we share a new online resource integrated into the local curriculum and assessments and the experience of both the developers and the users.
Pathology Services in Limited Resource Area: Poster#273 CAMPAIGN TOUR FOR PROMOTION OF PAP SMEAR TEST IN THE NORTH EASTERN PROVINCES IN LAO PDR Motoji Sawabe1, Kiyomi Hando2, Ichiro Kasahara3, Hisako Endo4, Naoki Yoshimi2, Yukinori Murata5, Soulideth Vilayvong6, Bounlueang Kousonh6, Phouthone Sitthideth6 and Phetsamone Arounlangsy6 1Tokyo Medical and Dental University, 2Ryukyu University, 3Ome Municipal General Hospital, 4Edogawa Hospital, 5National Center for Global Health and Medicine (NCGM), and 6University of Health Sciences, Lao PDR (LUHS) Background: Lao PDR is the least developed country in East Asia and medical conditions are poor. The pathological examination has been performed only in Vientiane Capital, and there are only nine pathologists in the whole country. We performed a campaign tour for Pap-test promotion in the North Eastern provinces in Lao PDR in 2012. The NPO Japan Support Group for Lao Pathology and NCGM supported the project. Details: Four pathologists and two technologists visited two provincial and two county hospitals in a van to hold a cytological workshop for medical staff and to perform Pap smear tests for healthy female volunteers. A total of 839 females participated in the Pap smear tests, among whom cytological abnormalities were detected in 60 participants (7%) including 11 HSIL, 9 ASC-H, and 40 LSIL.
Copyright © Royal College of pathologists of Australasia. Unauthorized reproduction of this article is prohibited.