PV26 Speakers

Subject to change.

 

 

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Lewis Hassell, MD

Professor, retired, University of OK Health Sciences Center

Lewis Hassell is a retired professor at the University of Oklahoma Health Sciences Center. His focus is on expanding the global path workforce and improving quality in the developing world. He is involved as a member of the CAP Foundation Global Pathology Committee, the CAP Computational Pathology Committee, and formerly co-chair of the DPA Education Committee. His interests include use of digital pathology in graduate medical education and expanding access. Ask him about any of his 12 grandkids

 

 

SESSIONS

Unlocking Global Pathology Knowledge: The Open Pathology Education Network Initiative
   Sun, Oct 18
   2:00 PM - 2:20 PM PT
  Seaport G

Background: Severe shortages in the pathology workforce and inconsistent quality of care remain critical challenges, particularly in developing nations. Digital pathology offers a viable solution by facilitating standardized training to elevate patient care. To help bridge these gaps, the Open Pathology Education Network (OPEN) provides an accessible, low-barrier digital training platform. This report evaluates the outcomes and experiences of early-stage learners utilizing the OPEN curriculum.

Design: The OPEN conducted a New Pathology Education Paradigm (NewPEP) trial recruiting early pathology learners (<2 years experience) for a 6–8 month self-paced curriculum. Following a pre-test/post-test design, participants completed six core modules (AP Bootcamp, Gyn Path, Breast Path, Mismatch Repair Testing, Skin Path, and Gyn Cytology). Modules combined video lectures, static images, and interactive whole slide images (WSI). The program also featured bi-weekly online mentoring, module-specific exams, and a feedback survey.

Results: Of the 34 enrolled participants, 13 (38%) completed the study within eight months. Competency gains were significant: mean scores surged from 42% (pre-test) to 94% (post-test), with 12 of 13 learners scoring above 90%. Subjectively, participants reported enhanced diagnostic confidence, improved WSI evaluation and case presentation skills, and valuable access to expert networks.

Conclusion: The NewPEP trial highlights the scalability and efficacy of a standardized, hybrid digital education model for training new pathology learners. Beyond enhancing diagnostic confidence and building global networks, its cost-effective design allows for widespread implementation to address workforce shortages on a much larger scale.

Learning Objectives:

  1. Describe global disparities in pathology education prompting development of OPEN and NewPEP
  2. Explain the NewPEP design integrating standardized & interactive online modules with live mentorship
  3. Evaluate the educational impact and scalability of a hybrid digital-mentorship model
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