Enhancing Pathology Knowledge for Biomedical Scientists: Pilot Cohort Study of a Comprehensive Self-Paced Tutorial for Bridging Fundamental Concepts With Translational Applications

Background: Knowledge of pathology is integral to numerous health care and research disciplines, besides routine laboratory-medicine operations. Despite its importance, there remains a significant gap in structured educational programs designed to provide a fundamental understanding of the pathologic basis of disease for an interdisciplinary body of research and health care professionals. This lack of generalized pathology training may contribute to a broader knowledge deficit in its translational applications. Objective: To address this unmet educational need, we developed a distinctive pathology training course tailored to cater to a broad array of scientists in basic and translational science. Methods: Overall, 29 participants from the University of Texas MD Anderson Cancer Center and the Texas Medical Center completed the “Fundamental Pathology for Basic Scientists: A Self-Paced Online Certificate Course” pilot. The course, comprising 24 instructional modules, was delivered over the span of 6 months in an online, asynchronous, and readily-accessible CANVAS learning management format. The educational objectives for each module were organized around organ- and organ-system-specific content, aiming to (1) incorporate the pathological basis of diseases, (2) distinguish clinicopathologic correlations, and (3) recognize the impact of molecular- and translational pathology and associated state-of-the-art diagnostic technology. Participants were voluntarily surveyed both before and after the course to assess its effectiveness. Results: The preentry survey revealed that participants represented 16 academic departments (with widely varied training backgrounds, career stages, and job descriptions within the biomedical research enterprise), with 76% (22/29) reporting no prior basic pathology training. The exit survey highlighted positive feedback on the course structure, instructors, delivery method, and lecture content. Overall, 100% (29/29) of learners completed the objective knowledge checks for each of the 24 modules. At least 89% (26/29) of learners concurred that each of the 24 modules had delivered its learning objectives. A total of 94% (27/29) of learners concurred that the course enriched their understanding of basic pathology. Additionally, 79% (23/29) of participants reported applying or being able to apply what they had learned to their current roles, and 94% (15/16) of postcourse survey respondents confirmed longer-term benefits 1 year after program completion (increased confidence in addressing projects involving pathology). Conclusions: The initial outcomes of this pilot course suggest that the asynchronous delivery method was well-suited to participants’ workloads, and that the content was valuable for basic- and translational-scientists from varied training backgrounds seeking to deepen their understanding of fundamental pathology in the context of biomedical research. This work establishes a model for scalable, technology-enabled pathology training adaptable to diverse learners within health care research centers.