Pathology Education Research Articles

Paying attention to improving the pathology diagnosis and research level of ocular tumors

Ocular tumor pathology, an important part of ophthalmic pathology, plays a supporting role in understanding the characteristics of ocular tumors and making decisions of the diagnosis and treatment. With the rapid development of ocular oncology in China, the need for specialization and standardization of ocular tumor pathology has become increasingly prominent. Based on the advancement and application of ocular tumor pathology diagnostic techniques, this article points out the main issues in the pathological diagnosis of ocular tumors in China and emphasizes the importance of improving the pathological diagnosis and research level of ocular tumors via different methods and pathways, such as accelerating the construction of ocular tumor pathology research platforms and bases, cultivating professional teams of ocular tumor pathology diagnostic talents, and promoting the scientific research and clinical medical education in ocular tumor pathology. The aim is to provide guidance for a comprehensive improvement of the pathological diagnostic capabilities for ocular tumors in China.

Large language models in pathology: A comparative study of ChatGPT and Bard with pathology trainees on multiple-choice questions

Large language models (LLMs), such as ChatGPT and Bard, have shown potential in various medical applications. This study aimed to evaluate the performance of LLMs, specifically ChatGPT and Bard, in pathology by comparing their performance with those of pathology trainees, and to assess the consistency of their responses. We selected 150 multiple-choice questions from 15 subspecialties, excluding those with images. Both ChatGPT and Bard were tested on these questions across three separate sessions between June 2023 and January 2024, and their responses were compared with those of 16 pathology trainees (8 junior and 8 senior) from two hospitals. Questions were categorized into easy, intermediate, and difficult based on trainee performance. Consistency and variability in LLM responses were analyzed across three evaluation sessions. ChatGPT significantly outperformed Bard and trainees, achieving an average total score of 82.2% compared to Bard's 49.5%, junior trainees' 45.1%, and senior trainees' 56.0%. ChatGPT's performance was notably stronger in difficult questions (63.4%–68.3%) compared to Bard (31.7%–34.1%) and trainees (4.9%–48.8%). For easy questions, ChatGPT (83.1%–91.5%) and trainees (73.7%–100.0%) showed similar high scores. Consistency analysis revealed that ChatGPT showed a high consistency rate of 80%–85% across three tests, whereas Bard exhibited greater variability with consistency rates of 54%–61%. While LLMs show significant promise in pathology education and practice, continued development and human oversight are crucial for reliable clinical application.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

Medical students’ perceptions of live versus recorded pathology lectures at a South African medical school during the Covid-19 pandemic: unique lessons for undergraduate pathology education in a diverse student population

Abstract Introduction/Objective The morphological depiction and interactive learning vital to the core discipline of anatomical pathology posed specific challenges during emergency remote teaching (ERT) in the COVID 19 pandemic. Using voice-over PowerPoint presentations (VoPPPs) in anatomical pathology at Wits University in Johannesburg, South Africa during this time provided a unique opportunity to determine students’ perceptions of this teaching and learning modality. Objective To determine a South African medical students’ perceptions of live lectures vs online learning with VoPPPs during the Covid-19 pandemic. Methods/Case Report A descriptive, cross-sectional, online survey was sent to 326 4th year medical students in 2020. The questionnaire consisted of closed- and open-ended questions. Descriptive and inferential statistical tests were conducted on the quantitative data. Content analysis was performed on the open-ended responses. Results (if a Case Study enter NA) The survey response rate was 56.75%. Respondents preferred the traditional lecture format to the exclusive use of VoPPPs (48.6% to 34.6%) for pathology learning. Respondents appreciated the flexibility of learning from VoPPPs, resulting in blended learning being the preferred approach (45.9% vs 44.3 for live lectures only and 9.7% for VoPPPs only, respectively). Respondents indicated a need for more effective use of VoPPPs regarding the depiction of pathology images, more opportunities for feedback, and more online learning modalities in addition to VoPPPs. Some respondents from rural areas stated that their home study environments were not conducive to online learning modalities. Conclusion Blended learning combines the interactivity possible in contact sessions with the time benefits of online learning for undergraduate pathology education. However, educators should use various online methods rather than relying solely on VoPPPs. This is especially important when considering the visual nature of pathology lectures. Where VoPPPs are used, they should be used effectively, mainly using good quality, labelled images to depict morphology. The preference for blended learning offers exciting possibilities for developing integrated learning platforms in the future, however, these must be tailored to suit the needs of students from economically and ethnically diverse backgrounds.

A New Generation of Pathologists: Addressing Modern Curriculum and Educational Scholarship for Pathology Educators and Trainees After the End of the COVID-19 Pandemic.

The COVID-19 pandemic irreversibly altered the pathology education landscape. It exacerbated workforce shortages, restricted in-person activities, and highlighted critical means in curricula evaluation to limit the expansion of medical knowledge gaps in postpandemic society. Training enacted swift changes toward online learning (e-learning) practices to minimize potential deficiencies in pathology education. Today, a breadth of widely available online pathology curricular tools, including e-learning and digital pathology, are increasingly being used by medical students, trainees, and pathologists worldwide. To critically address the continued role of e-learning and digital pathology in postpandemic pathology education and scholarship, as a current paucity of literature exists and lingering workflow effects of this pandemic affecting many anatomic and clinical pathology departments globally persist. A qualitative review of relevant literature is synthesized to create a timely, narrative discussion to bridge this literature gap. Peer-reviewed sources and other original or primary documents will be assessed. Because of the subjective nature of curricular development and defining what constitutes scholarship, no widely established consensus is present, though it has been touched on in previous literature. It may be years until we better understand how e-learning and digital pathology shape curricular practices, scholarship production, and patient-care delivery, though recent studies support sustained blended curricula beyond the COVID-19 pandemic. The education landscape continues to become increasingly digitalized, and infrastructures may soon be able to support complete digital pathology practice as the education norm. Future and theoretical insight for pathology and laboratory departments globally are provided.

Standardization through education of molecular pathology: a spotlight on the European Masters in Molecular Pathology.

Despite advancements in precision medicine, many cancer patients globally, particularly those in resource-constrained environments, face significant challenges in accessing high-quality molecular testing and targeted therapies. The considerable heterogeneity in molecular testing highlights the urgent need to harmonize practices across Europe and beyond, establishing a more standardized and consistent approach in MP laboratories. Professionals, especially molecular pathologists, must move beyond traditional education to cope with this heterogeneity. This perspective addresses critical issues in molecular pathology (MP), such as limited access to high-quality molecular testing, leading to disparities in cancer treatment, and the consequences of inconsistent practices. Recognizing the necessity for a standardized framework for education to address these issues, educational programs play a pivotal role in updating professionals' skills to achieve standardization in MP. European experts from the Steering Committee, the Pathology Section of the European Union of Medical Specialists, and the European Society of Pathology have proposed creating a comprehensive Master's degree program called the "European Masters in Molecular Pathology" (EMMP). This program emerges as a strategic response to the demand for a specialized and standardized framework for education in MP, catering to professionals who concurrently work and study. The program's design aligns with evidence-based education methods, ensuring effective learning and engagement while integrating computational pathology to analyze complex molecular data, enhance diagnostic accuracy, and improve treatment outcomes. EMMP's structured curriculum, strategic partnerships, and regular updates underscore its significance in standardizing MP practices. Exploring future developments, this perspective delves into technology integration and interdisciplinary collaboration, anticipating ongoing advances and harmonization. Challenges and future directions in MP education are discussed, emphasizing the necessity for dynamic curriculum updates, seamless technology integration, and interdisciplinary cooperation. This perspective underscores EMMP's pivotal role in preparing pathologists for this dynamic field, advocating continuous advancements in education and training to uphold excellence in MP practices and maintain the highest patient care standards.

Harnessing the Power of Generative Artificial Intelligence in Pathology Education.

Generative artificial intelligence (AI) technologies are rapidly transforming numerous fields, including pathology, and hold significant potential to revolutionize educational approaches. To explore the application of generative AI, particularly large language models and multimodal tools, for enhancing pathology education. We describe their potential to create personalized learning experiences, streamline content development, expand access to educational resources, and support both learners and educators throughout the training and practice continuum. We draw on insights from existing literature on AI in education and the collective expertise of the coauthors within this rapidly evolving field. Case studies highlight practical applications of large language models, demonstrating both the potential benefits and unique challenges associated with implementing these technologies in pathology education. Generative AI presents a powerful tool kit for enriching pathology education, offering opportunities for greater engagement, accessibility, and personalization. Careful consideration of ethical implications, potential risks, and appropriate mitigation strategies is essential for the responsible and effective integration of these technologies. Future success lies in fostering collaborative development between AI experts and medical educators, prioritizing ongoing human oversight and transparency to ensure that generative AI augments, rather than supplants, the vital role of educators in pathology training and practice.

Moving Beyond Rapport: The Importance of Active Facilitation of Therapeutic Alliance in Adult Acquired Brain Injury Rehabilitation.

Therapeutic alliance (TA) is critical to rehabilitation outcomes for adults with acquired brain injuries (ABIs). The purpose of this viewpoint article is to review factors that contribute to TA and to suggest ways speech-language pathologists (SLPs) can integrate these factors into their ABI rehabilitation practice. We evaluated literature describing client and clinician factors shown to affect-or not affect-TA in ABI rehabilitation and mapped findings onto suggested practices that SLPs may use to actively promote TA with their clients. Informed by our findings and TA frameworks, we integrated findings into a novel clinician self-reflection tool: the Therapeutic Alliance Reflection Checklist. TA is a key ingredient in ABI rehabilitation. We contend that SLPs can, and should, actively facilitate TA with clients; the self-reflection checklist can assist. We advocate for continued TA research and improved measurement across rehabilitation settings. We further contend that training in active TA-promoting skills is a critical component of speech-language pathology education.

Health disparities among incarcerated populations: a crucial laboratory and pathology review.

The United States notoriously has one of the highest rates of incarceration in the world, yet scant attention to the health care needs of those incarcerated exists within laboratory medicine and pathology training and education. This article explores health disparities among incarcerated and released individuals regarding diagnostic laboratory testing and pathology services. A literature search was conducted for articles published between 2002 and 2023 using keywords including "healthcare," "incarcerated," "laboratory services," "pathology services," and "health insurance for prisoners." Central themes were extracted and discussed to reveal the realities of health care during and after release from incarceration. Excluded from the analysis were articles about the immediate or extended family of incarcerated persons. Incarcerated individuals have an increased risk for the development and exacerbation of communicable and noncommunicable diseases and mental health disorders, which results in exceedingly high morbidity and mortality rates. Policy changes are needed to mitigate disparities and improve health outcomes for incarcerated and released persons. Central to these disparities is decreased access to laboratory and pathology services, impeded by inadequate health care funding for these carceral institutions. Providing additional funding to the carceral system's health care budget is necessary to improve access to pathology and laboratory services.

COVID-19 Impact on Pathology Education Program in Iran

COVID-19 Impact on Pathology Education Program in Iran

Peer creation and sharing of mnemonics in collaborative documents for pathology education: a pilot study

BackgroundMnemonic techniques are memory aids that could help improve memory encoding, storage, and retrieval. Using the brain's natural propensity for pattern recognition and association, new information is associated with something familiar, such as an image, a structure, or a pattern. This should be particularly useful for learning complex medical information. Collaborative documents have the potential to revolutionize online learning because they could increase the creativity, productivity, and efficiency of learning. The purpose of this study was to investigate the feasibility of combining peer creation and sharing of mnemonics with collaborative online documents to improve pathology education.MethodsWe carried out a prospective, quasi-experimental, pretest–posttest pilot study. The intervention group was trained to create and share mnemonics in collaborative documents for pathological cases, based on histopathological slides. The control group compared analog and digital microscopy.ResultsBoth groups consisted of 41 students and did not reveal demographic differences. Performance evaluations did not reveal significant differences between the groups' pretest and posttest scores. Our pilot study revealed several pitfalls, especially in instructional design, time on task, and digital literacy, that could have masked possible learning benefits.ConclusionsThere is a gap in evidence-based research, both on mnemonics and on CD in pathology didactics. Even though, the combination of peer creation and sharing of mnemonics is very promising from a cognitive neurobiological standpoint, and collaborative documents have great potential to promote the digital transformation of medical education and increase cooperation, creativity, productivity, and efficiency of learning. However, the incorporation of such innovative techniques requires meticulous instructional design by teachers and additional time for students to become familiar with new learning methods and the application of new digital tools to promote also digital literacy. Future studies should also take into account validated high-stakes testing for more reliable pre-posttest results, a larger cohort of students, and anticipate technical difficulties regarding new digital tools.

Integrating Pathology and Laboratory Medicine into the Transitional Clerkship Model: A Strategic Educational Realignment

The structure of medical education is critical in shaping competent and well-rounded physicians. In recent years, the PMDC has proposed Harden level seven (correlation) as the minimal level of integration hence it has become imperative to propose a new framework of teaching of pathology. There has been growing recognition of the need to better integrate basic and clinical sciences throughout the medical curriculum.1 One area that demands such integration is Pathology, particularly as we seek to enhance the role of Special Pathology and Laboratory Medicine within the 4th year MBBS Transitional Clerkship model.

PP01.31 Impact of Targeted Pathology Education Designed to Address Challenges in Biomarker Testing and Treatment for NSCLC

PP01.31 Impact of Targeted Pathology Education Designed to Address Challenges in Biomarker Testing and Treatment for NSCLC

A multimodal generative AI copilot for human pathology

Computational pathology1,2 has witnessed considerable progress in the development of both task-specific predictive models and task-agnostic self-supervised vision encoders3,4. However, despite the explosive growth of generative artificial intelligence (AI), there have been few studies on building general-purpose multimodal AI assistants and copilots5 tailored to pathology. Here we present PathChat, a vision-language generalist AI assistant for human pathology. We built PathChat by adapting a foundational vision encoder for pathology, combining it with a pretrained large language model and fine-tuning the whole system on over 456,000 diverse visual-language instructions consisting of 999,202 question and answer turns. We compare PathChat with several multimodal vision-language AI assistants and GPT-4V, which powers the commercially available multimodal general-purpose AI assistant ChatGPT-4 (ref. 6). PathChat achieved state-of-the-art performance on multiple-choice diagnostic questions from cases with diverse tissue origins and disease models. Furthermore, using open-ended questions and human expert evaluation, we found that overall PathChat produced more accurate and pathologist-preferable responses to diverse queries related to pathology. As an interactive vision-language AI copilot that can flexibly handle both visual and natural language inputs, PathChat may potentially find impactful applications in pathology education, research and human-in-the-loop clinical decision-making.

Lessons From an Exploratory Qualitative Survey on Simulation Opportunities for Clinical Education in Speech-Language Pathology and Audiology in South Africa

Phenomenon : This study explored experiences of simulation-based clinical education in the Speech-Language Pathology and Audiology professions in South Africa, a Global South context where research on this topic is limited. In this context, the COVID-19 pandemic brought simulation to the forefront of clinical education as a training solution when in-person encounters were impossible. As these simulation-based training approaches gain traction, with continued use post-pandemic, it is important to understand how they are currently being used so that appropriate support can be offered to ensure their efficiency and success in the future. Approach : We distributed a survey to South African university departments offering Speech-Language Pathology and Audiology training, inviting participation from students across years of study and clinical educators. Data were collected between October 2022 and February 2023. Twelve responses were received: three from clinical educators and nine from students. We analyzed the responses using descriptive statistics and a domain summary approach. Findings : Simulated activities were implemented as options for clinical education in South African Speech-Language Pathology and Audiology (SLP/A) programs during the pandemic, albeit in a somewhat haphazard way depending on available resources, often with limited preparation or guidance. Some universities have continued using aspects of simulation training post-pandemic. Insights : Our findings, although preliminary, are somewhat consistent with Global North literature, particularly regarding barriers and challenges to implementing these approaches in clinical education. We offer suggestions for enhancing the support of simulation-based clinical education in our context.

Virtual Remote Pathology Education in Support of Virtual Remote Gynecologic-Oncology Training: The Open Pathology Education Network Pilot Proof of Concept Experience.

The subspecialty workforce in pathology globally is inadequate for the demands of many modern therapies. The Open Pathology Education Network (OPEN) was formed to augment the global pathology workforce. The International Gynecologic Cancer Society (IGCS) virtual gynecologic-oncology (gyn-onc) fellowship training identified needs for higher-level pathology support. To report on an OPEN-IGCS pilot project to support gyn-onc and pathology education efforts in a developing country. Curriculum with learning objectives and content from open sources was assembled. Mentoring sessions included bidirectional case sharing. Trainees received sequential curricula assignments and had options for communication outside mentoring sessions. Pretest and posttest digital slide assessments were included. Mentors attended the gynecology tumor board, allowing for the assessment of quality and accuracy of pathology diagnosis for cases discussed. Learners completing the pretest and posttest showed substantial improvement, with 2 practicing pathologists improving their diagnostic scores from 60% to an average of 95%. A third trainee-level participant also improved, but to a lesser degree. Qualitative assessments included increased confidence in presentation and an increased ability to anticipate questions, raise issues of expanded differential diagnoses, and articulate appropriate workup. Observations of clinicians who participated also noted increased confidence in participating pathologists. Secondary value included establishing an expanded network of support in other subspecialties for participants. Pathologic issues at the tumor board decreased, from more than 50% in the first 3 months of study to 0% in the last 3 months of study. The curriculum was embedded into a self-paced learning portal at courses.open-pathology.org. The OPEN-IGCS collaboration model shows the potential to provide subspecialty pathology training remotely.

Group for Research in Pathology Education at the International Association of Medical Science Educators (GRIPE@IAMSE), 52nd Annual Meeting, 2023, Cancun, Mexico.

Group for Research in Pathology Education at the International Association of Medical Science Educators (GRIPE@IAMSE), 52nd Annual Meeting, 2023, Cancun, Mexico.

Forensic Pathology Education in Turkey: Insights From the National Forensic Pathology Awareness Survey

Forensic Pathology Education in Turkey: Insights From the National Forensic Pathology Awareness Survey

Comparative analysis of ChatGPT and Bard in answering pathology examination questions requiring image interpretation.

To evaluate the accuracy of ChatGPT and Bard in answering pathology examination questions requiring image interpretation. The study evaluated ChatGPT-4 and Bard's performance using 86 multiple-choice questions, with 17 (19.8%) focusing on general pathology and 69 (80.2%) on systemic pathology. Of these, 62 (72.1%) included microscopic images, and 57 (66.3%) were first-order questions focusing on diagnosing the disease. The authors presented these artificial intelligence (AI) tools with questions, both with and without clinical contexts, and assessed their answers against a reference standard set by pathologists. ChatGPT-4 achieved a 100% (n = 86) accuracy rate in questions with clinical context, surpassing Bard's 87.2% (n = 75). Without context, the accuracy of both AI tools declined significantly, with ChatGPT-4 at 52.3% (n = 45) and Bard at 38.4% (n = 33). ChatGPT-4 consistently outperformed Bard across various categories, particularly in systemic pathology and first-order questions. A notable issue identified was Bard's tendency to "hallucinate" or provide plausible but incorrect answers, especially without clinical context. This study demonstrated the potential of ChatGPT and Bard in pathology education, stressing the importance of clinical context for accurate AI interpretations of pathology images. It underlined the need for careful AI integration in medical education.

Ten Years of Pathology on Twitter (X): Landscape and Evolution of Pathology on Twitter From 2012 to 2023.

Social media is a powerful tool in pathology education and professional networking that connects pathologists and pathology trainees from around the world. Twitter (X) appears to be the most popular social media platform pathologists use to share pathology-related content and connect with other pathologists. Although there has been some published research on pathology-related activity on Twitter during short time frames, to date there has not been published research examining pathology-related Twitter activity in totality from its earliest days of activity to recently. To comprehensively evaluate the use of pathology on Twitter (X) during the last 10 years. Pathology-related tweets were systematically scraped from Twitter from January 2012 to January 2023 using pathology hashtags as a surrogate measure for all pathology content on Twitter. COVID-related tweets were approximated by tweets containing the term "COVID." There were 591 812 unique pathology-related tweets identified during the time period, with #pathology being the most common hashtag used and #PathTwitter becoming more popular since 2020. There has been positive annual growth of pathology Twitter, with peaks in use during major pathology conferences. During the initial phases of the COVID-19 pandemic a sustained increase in pathology tweets was observed. Pathology Twitter has grown during the last 10 years and has become increasingly popular for pathology education and networking. With the changing landscape of social media platforms this study provides an understanding of how pathology medical education and professional networking uses of social media are used and evolve over time.