PDF(Pubmed)
Abstract：
BACKGROUND: The importance of molecular pathology tests has increased during the last decade, and there is a great need for efficient training of molecular pathology for pathology trainees and as continued medical education.
METHODS: The Molecular Pathology Study Group of the Korean Society of Pathologists appointed a task force composed of experienced molecular pathologists to develop a refined educational curriculum of molecular pathology. A 3-day online educational session was held based on the newly established structure of learning objectives; the audience were asked to score their understanding of 22 selected learning objectives before and after the session to assess the effect of structured education.
RESULTS: The structured objectives and goals of molecular pathology was established and posted as a web-based interface which can serve as a knowledge bank of molecular pathology. A total of 201 pathologists participated in the educational session. For all 22 learning objectives, the scores of self-reported understanding increased after educational session by 9.9 points on average (range, 6.6 to 17.0). The most effectively improved items were objectives from next-generation sequencing (NGS) section: \'NGS library preparation and quality control\' (score increased from 51.8 to 68.8), \'NGS interpretation of variants and reference database\' (score increased from 54.1 to 68.0), and \'whole genome, whole exome, and targeted gene sequencing\' (score increased from 58.2 to 71.2). Qualitative responses regarding the adequacy of refined educational curriculum were collected, where favorable comments dominated.
CONCLUSIONS: Approach toward the education of molecular pathology was refined, which would greatly benefit the future trainees.
METHODS: The Molecular Pathology Study Group of the Korean Society of Pathologists appointed a task force composed of experienced molecular pathologists to develop a refined educational curriculum of molecular pathology. A 3-day online educational session was held based on the newly established structure of learning objectives; the audience were asked to score their understanding of 22 selected learning objectives before and after the session to assess the effect of structured education.
RESULTS: The structured objectives and goals of molecular pathology was established and posted as a web-based interface which can serve as a knowledge bank of molecular pathology. A total of 201 pathologists participated in the educational session. For all 22 learning objectives, the scores of self-reported understanding increased after educational session by 9.9 points on average (range, 6.6 to 17.0). The most effectively improved items were objectives from next-generation sequencing (NGS) section: \'NGS library preparation and quality control\' (score increased from 51.8 to 68.8), \'NGS interpretation of variants and reference database\' (score increased from 54.1 to 68.0), and \'whole genome, whole exome, and targeted gene sequencing\' (score increased from 58.2 to 71.2). Qualitative responses regarding the adequacy of refined educational curriculum were collected, where favorable comments dominated.
CONCLUSIONS: Approach toward the education of molecular pathology was refined, which would greatly benefit the future trainees.
摘要：
背景：在过去的十年中，分子病理学测试的重要性有所增加，非常需要对病理学学员进行有效的分子病理学培训，并继续进行医学教育。
方法：韩国病理学家学会的分子病理学研究小组任命了一个由经验丰富的分子病理学家组成的工作组，以开发分子病理学的精致教育课程。根据新建立的学习目标结构，举行了为期3天的在线教育会议；要求听众在会议前后对22个选定的学习目标进行评分，以评估结构化教育的效果。
结果：建立了分子病理学的结构化目标和目标，并将其发布为基于Web的界面，该界面可以用作分子病理学的知识库。共有201位病理学家参加了教育会议。对于所有22个学习目标，在接受教育后，自我报告的理解得分平均增加9.9分(范围，6.6至17.0）。最有效改进的项目是下一代测序（NGS）部分的目标：“NGS文库制备和质量控制”（得分从51.8增加到68.8），\'NGS对变体和参考数据库的解释\'（分数从54.1增加到68.0），和整个基因组，整个exome，和靶向基因测序（分数从58.2增加到71.2）。收集了关于精细化教育课程是否足够的定性回答，有利的评论占主导地位。
结论：分子病理学教育的方法得到了完善，这将大大有利于未来的学员。
方法：韩国病理学家学会的分子病理学研究小组任命了一个由经验丰富的分子病理学家组成的工作组，以开发分子病理学的精致教育课程。根据新建立的学习目标结构，举行了为期3天的在线教育会议；要求听众在会议前后对22个选定的学习目标进行评分，以评估结构化教育的效果。
结果：建立了分子病理学的结构化目标和目标，并将其发布为基于Web的界面，该界面可以用作分子病理学的知识库。共有201位病理学家参加了教育会议。对于所有22个学习目标，在接受教育后，自我报告的理解得分平均增加9.9分(范围，6.6至17.0）。最有效改进的项目是下一代测序（NGS）部分的目标：“NGS文库制备和质量控制”（得分从51.8增加到68.8），\'NGS对变体和参考数据库的解释\'（分数从54.1增加到68.0），和整个基因组，整个exome，和靶向基因测序（分数从58.2增加到71.2）。收集了关于精细化教育课程是否足够的定性回答，有利的评论占主导地位。
结论：分子病理学教育的方法得到了完善，这将大大有利于未来的学员。
