Whole Slide Imaging for Distance Teaching: Lessons from a Caribbean-Canadian Pathology Education Partnership
This Journal of Clinical Pathology study reports on a distance education initiative using whole slide imaging and videoconferencing between University Health Network Toronto and the University of the West Indies. Both teachers and 15 pathology trainees unanimously endorsed WSI-based teaching, with comfort levels and technical quality improving across sessions. The experience, catalyzed by COVID-19 constraints, demonstrates that digital pathology can effectively support international medical education partnerships, though it is not intended to replace glass slides in routine daily practice.
The original study
Use of whole slide imaging (WSI) for distance teaching.
- Authors
- Evans AJ, Depeiza N, Allen SG, Fraser K, Shirley S, Chetty R
- Journal
- Journal of clinical pathology
- Type
- Journal Article, Review
- PMID
- 32646928
Original abstract
BACKGROUND: Time, travel and financial constraints have meant that traditional visiting teaching engagements are more difficult to accomplish. This has been exacerbated with the advent of the COVID-19 pandemic. The use of digital pathology and whole slide imaging (WSI) as an educational tool for distance teaching is underutilised and not fully exploited. This paper highlights the utility and feedback on the use of WSI for distance education/teaching. MATERIALS AND METHODS: Building on an existing relationship with the University of the West Indies (UWI), pathologists at University Health Network, Toronto, provided distance education using WSI, a digitised slide image hosting repository and videoconferencing facilities to provide case-based teaching to 15 UWI pathology trainees. Feedback was obtained from residents via a questionnaire and from teachers via a discussion. RESULTS: There was uniform support from teachers who felt that teaching was not hampered by the 'virtual' engagement. Comfort levels grew with each engagement and technical issues with sound diminished with the use of a portable speaker. The residents were very supportive and enthusiastic in embracing this mode of teaching. While technical glitches marred initial sessions, the process evened out especially when the slide hosting facility, teleconferencing and sound issues were changed. CONCLUSIONS: There was unanimous endorsement that use of WSI was the future, especially for distance teaching. However, it was not meant to supplant the use of glass slides in their current routine, daily practice.