Coping With the COVID-19 Pandemic: An Adapted Approach to Preclinical Teaching of Pathology-Pathophysiology

Author Type(s)

Faculty

Document Type

Abstract

Publication Date

10-2021

DOI

10.1093/ajcp/aqab191.229

Journal Title

American Journal of Clinical Pathology

Department

Surgery

Second Department

Biochemistry and Molecular Biology

Third Department

Pathology, Microbiology and Immunology

Abstract

Introduction/Objective

The COVID-19 pandemic affected all aspects of medicine, from patient care to medical education. Pandemic-related restrictions regarding in-person teaching activities at our medical college required adoption of an online, live, virtual format for all activities in our preclinical Pathology-Pathophysiology (PP) courses. Adaptation of teaching approaches using available technology allowed for uninterrupted learning and may serve to contribute to future innovations in medical education.

Methods/Case Report

Using Zoom as a platform, all lectures and interactive group exercises were converted to a live virtual format. Live Zoom lectures were also recorded and, subsequently, made available to students, in order to provide additional opportunities for engaged learning. Interactive, case-based and self-directed exercises, and gross specimen reviews were also held using the live virtual format. Fourth year students enrolled in our education concentration helped provide intermittent virtual peer reviews for the 2nd year students. All exams were administered via an electronically monitored virtual format.

Results (if a Case Study enter NA)

Overall, performance of the 2020-2021 class on in-house, multiple choice question (MCQ) exams in our PP courses was typically at or above the performance of prior classes, while class performance on a standardized national subject exam (NBME) in Pathology was above the national average, which was consistent with prior class performances, and significantly higher (p = 0.01) on average in 2021 than in 2019 (2.28 points) and 2020 (2.27 points). Additional analyses are being conducted on demographic subgroups within each cohort (sex, MCAT score, socioeconomic status, underrepresented in medicine, registered for disability accommodations) to determine if any particular group’s performance was impacted by this change of format.

Conclusion

Despite the restrictions imposed by the pandemic, student performance on in-house and standardized national exams in the NYMC Pathology-Pathophysiology courses were similar to recent pre-pandemic years. Our endeavors to provide a strong preclinical educational experience in Pathology-Pathophysiology during the pandemic resulted in learning outcomes on a par with those in recent years, despite the rapid transition to a completely online, live virtual format.Our data suggest that continued use of virtual teaching methods is a viable option in on-going medical curricula

Link to Full Text

Share

COinS