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10.1016/j.anndiagpath.2020.151612 http://scihub22266oqcxt.onion/10.1016/j.anndiagpath.2020.151612 32891922!7455795!32891922     free     free     free Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Ann+Diagn+Pathol 2020 ; 49 (ä): 151612 Nephropedia Template TP {{tp|p=32891922|t=2020. Remote pathology education during the COVID-19 era: Crisis converted to opportunity |pdf=|usr=}}{{32891922}} gab.com Text Remote pathology education during the COVID-19 era: Crisis converted to opportunity JO: Ann Diagn Pathol http://www.kidney.de/pget.php?&tw=1&pmid=32891922 #FOAvip CONTEXT: The COVID-19 pandemic led to shutting of education faculties, including clinical clerkships for medical students. OBJECTIVE: To review a selective for a course in diagnostic pathology geared toward undergraduate medical students, including its design, technical implementation, instructor and student evaluations, and suggestions for options for further adjusting and optimizing the selective. DESIGN: Whole slide images (WSI) were anonymized and students were given remote access to university computers, which were prepared with two freely available WSI viewers. Each topic was taught in a four-part module: Self-assigned reading, lecture via Zoom, quiz based on digital slide sets, and a frontal review of the slides via Zoom. Fifty-nine students participated in the selective. Following the course, students completed an anonymous questionnaire. RESULTS: Of the 59 participants, 42% (n = 25) responded. None of the respondents had any previous instruction in diagnostic pathology. Overall, the course was rated very favorably: 68% (n = 17) gave at least 3 points on a 4-point scale on questions relating to course interest, improvement in understanding of the covered diseases, and how strongly they would recommend a student take this course if given an option. The most significant disadvantage of the class, as reported by 80% (n = 20) were technical challenges in accessing the slides. CONCLUSION: We believe the course was a success and can be a model for future virtual pathology electives. Great effort should be done to provide technical support to the students. The selective demonstrated value for students and provided much-needed exposure to diagnostic pathology in clinical practice. Twit Text FOAVip Remote pathology education during the COVID-19 era: Crisis converted to opportunity ????Ann Diagn Pathol http://www.kidney.de/pget.php?&tw=1&pmid=32891922 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32891922 #FOAvip English Wikipedia <ref>{{Cite pmid|32891922}}</ref> Remote pathology education during the COVID-19 era: Crisis converted to opportunity #MMPMID32891922 Samueli B; Sror N; Jotkowitz A; Taragin B Ann Diagn Pathol 2020[Dec]; 49 (ä): 151612 PMID32891922show ga CONTEXT: The COVID-19 pandemic led to shutting of education faculties, including clinical clerkships for medical students. OBJECTIVE: To review a selective for a course in diagnostic pathology geared toward undergraduate medical students, including its design, technical implementation, instructor and student evaluations, and suggestions for options for further adjusting and optimizing the selective. DESIGN: Whole slide images (WSI) were anonymized and students were given remote access to university computers, which were prepared with two freely available WSI viewers. Each topic was taught in a four-part module: Self-assigned reading, lecture via Zoom, quiz based on digital slide sets, and a frontal review of the slides via Zoom. Fifty-nine students participated in the selective. Following the course, students completed an anonymous questionnaire. RESULTS: Of the 59 participants, 42% (n = 25) responded. None of the respondents had any previous instruction in diagnostic pathology. Overall, the course was rated very favorably: 68% (n = 17) gave at least 3 points on a 4-point scale on questions relating to course interest, improvement in understanding of the covered diseases, and how strongly they would recommend a student take this course if given an option. The most significant disadvantage of the class, as reported by 80% (n = 20) were technical challenges in accessing the slides. CONCLUSION: We believe the course was a success and can be a model for future virtual pathology electives. Great effort should be done to provide technical support to the students. The selective demonstrated value for students and provided much-needed exposure to diagnostic pathology in clinical practice. |COVID-19/*pathology/*virology[MESH] |Education, Medical[MESH] |Humans[MESH] |Pathology/*education[MESH] |SARS-CoV-2/*pathogenicity[MESH]Remote pathology education during the COVID-19 era: Crisis converted t(epmc).pdf DeepDyve Pubget Overpricing