Abstract
IntroductionDue to the Covid-19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Hence, we implemented an innovative online and remote pathology curriculum, anchored on virtual microscopy and Zoom videoconferencing: ideal tools to support online teaching.ObjectiveTo assess a new curriculum implementation at Weill Cornell Medicine-Qatar.Materials and MethodsThis for-credit, 2-week elective included 6 synchronous Zoom sessions where complex clinicopathological cases were discussed in small groups. We used open access digital microscopy slides from the University of Leeds’ Virtual Pathology Library (http://www.virtualpathology.leeds.ac.uk/slides/library/). Students independently prepared for these sessions by reviewing cases, slides, readings, and questions in advance (asynchronous self-directed learning anchored on a flipped classroom model), and wrote a final review of a case. An assessment and feedback were given to each student.ResultsFour elective iterations were offered to a total of 29 students, with learners and faculty spread over 4 countries. During the Zoom sessions, students controlled the digital slides and offered their own diagnoses, followed by group discussions to strengthen autonomy and confidence. We surveyed learners about the elective’s performance (program evaluation). Students conveyed high levels of satisfaction about the elective’s overall quality, their pathology learning and online interactions, with minimal challenges related to the remote nature of the course.Discussion and ConclusionsTechnological innovations mitigate sudden disruptions in medical education. A remote curriculum allows instruction at any distance, at any time, from anywhere, enhancing educational exchanges, flexibility and globalization in medical education.
Highlights
Introduction Due to the Covid19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives
Established in 2001 as a partnership between Cornell University and Qatar Foundation, Weill Cornell Medicine-Qatar (WCM-Q) is part of Cornell University in Ithaca, New York, and shares the tripartite mission of Weill Cornell MedicineNew York (WCM-NY): a dedication to excellence in education, patient care, and research
WCM-Q medical school curriculum is guided by key principles of enhancing the integration between the foundational
Summary
Introduction Due to the Covid19 social distancing restrictions, in March 2020, Weill Cornell Medicine-Qatar decided to replace students’ clinical instruction with novel online electives. Established in 2001 as a partnership between Cornell University and Qatar Foundation, WCM-Q is part of Cornell University in Ithaca, New York, and shares the tripartite mission of Weill Cornell MedicineNew York (WCM-NY): a dedication to excellence in education, patient care, and research. It offers an integrated program of pre-medical and medical studies leading to the Cornell University MD degree. During Phase 1, which extends over 18 months, students complete their foundational sciences courses. Phase 2 is dedicated to 12 months of clinical clerkships at primary and tertiary care academic centers in Doha, Qatar. Phase 3 focuses on advanced clinical experiences and the completion of a scholarly capstone project
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