JMIR Publications

ABSTRACT

Background:

Pathology is a cornerstone discipline in both clinical medicine and biomedical research, serving as a bridge between basic science discoveries and their translational applications. However, many biomedical scientists and healthcare professionals lack structured training in the fundamental principles of pathology. This gap can hinder their ability to interpret disease mechanisms, integrate pathology-based findings into their work, and collaborate effectively across disciplines. Addressing this unmet need through accessible, structured educational initiatives is essential to support professional development and foster interdisciplinary research.

Objective:

Knowledge of pathology is integral to numerous healthcare- 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 healthcare professionals. This lack of generalized pathology training may contribute to a broader knowledge deficit in its translational applications. To address this unmet educational need, we developed a distinctive pathology training course tailored to cater a broad array of scientists in basic- and translational science.

Methods:

Twenty-nine participants from UT 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 pre-entry 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% reporting no prior basic pathology training. The exit survey highlighted positive feedback on the course structure, instructors, delivery method, lecture content. At least 89% of learners concurred that each of the 24 modules had delivered its learning objectives. 94% of learners concurred that the course enriched their understanding of basic pathology. Additionally, 79% of participants reported applying/being able to apply what they had learned to their current roles, and 94% of post-course 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 healthcare research centers.