In American medical schools, focus has sharpened on disparities in medicine, particularly since the murders of Ahmaud Arbery, Breonna Taylor and George Floyd in the early months of the COVID pandemic, when most schools had switched to remote learning. Medical students are increasingly demanding that inequities be addressed, not only at the point of physician-patient contact, but also within the biomedical sciences. Medical textbooks, lectures and other teaching materials are replete with race-based “facts”, particularly regarding incidence and outcomes, without providing context for this information, thereby perpetuating stereotypes and encouraging hazardous heuristics. As pathology educators, we have the opportunity and the responsibility to teach students about disease beyond basic pathophysiology, genetic mechanisms and biochemistry as a step towards dismantling individual, institutional and systemic racism in healthcare. This challenge is particularly difficult in the context of remote learning due to the sensitive nature of the material and the need to build student and faculty trust. Strategies for framing health disparities and providing support for faculty and students in the context of remote learning will be offered. 

Breakout room 1:

134 - Mounting change - Restructuring undergraduate pathology pedagogy in an online environment
Ritcha Saxena
144 - Going Virtual Overnight - The Establishment and Success of a Virtual Pathology Elective at Loyola Pathology
Brandon Zelman
149 - Roles of Teaching Assistants in Histology and Pathology courses during Pandemic-induced Remote Model Curriculum
Olalekan Ogunsakin
136 - Assessing competency with virtual dermatopathology: comparing the diagnostic accuracy between glass slides, whole slide images and static digital images
Maryknoll Palisoc
145 - Tumor Board Program
Priti Patel
138 - The New Normal: Clinico-Pathological Zoom Sessions During the Pandemic
Tipsuda Junsanto-Bahri

Breakout Room 2:

147 - Virtual clinical pathology electives during the COVID-19 Pandemic: Formats and Student Feedback
Christina Shreve
132 - Learning Outcomes of Online and In-person Pathology Education
Jing Meng
142 - The Effect of COVID-19 on Medical Student Confidence in Clinical Settings
Vincent Torelli
148 - Distance Learning due to COVID-19 Pandemic During Clinical Years of Medical School
Iqra Kazi
137 - Reform and Innovation for pathology teaching under COVID-19 epidemic situation
Qiu Ying
146 - Students Supporting Students - The Peer Tutoring Program
Ave Spencer
 

This workshop is designed for those who want an immediate understanding of the fundamental issues and solutions to implement online TBL™. It will assist those who wish to bring more rigor and active learning to their existing online instruction, as well as those who may be moving from in-person to online instruction using TBL™. Attendees need to have completed the Knowledge of the Fundamentals of Team-Based Learning™ Certificate or have prior experience using TBL™ as an instructor in the trainer consultant program. While Hybrid / HyFlex tools will not be specifically addressed, some parts of the workshop may be applicable for participants utilizing this delivery method.

LEARNING OBJECTIVES:

1. Integrate the three components of the course orientation process that assure learners’ understanding of the course processes, delivery, objectives and their responsibilities and expectations. 
2. Determine the time frame for Preparation materials, RATs, and Application Exercises in your course.
3. Identify where and how to implement iterative peer evaluation in online TBL™.
4. Identify the essential elements for facilitation in online TBL™.
5. Optimize the technology tools available to you that will best support your learners in successfully engaging in online TBL™.