Creating meaning through small doses of actionable learning: A mixed methods analysis of CAP-ACP’S virtual CME activities
Bibliographic record
Abstract
Background: The COVID-19 pandemic overwhelmed pathology services, halting routine case reviews and disrupting resident training. In response, the Canadian Association of Pathologists – Association canadienne des pathologistes (CAP-ACP) launched virtual one-hour webinars, allowing pathologists to learn while working and ensuring residents remained exposed to essential cases despite pandemic constraints. Methods: Using a convergent mixed-methods design, data from 115 post-session evaluation surveys were analyzed. Participants included pathologists and pathologists’ assistants, with 93% of responses from Canada. Quantitative and qualitative data were analyzed separately. Qualitative analysis employed an inductive thematic approach using a codebook, with member checking completed by two pathologists. Results: High satisfaction with the learning activities was reported. Three main themes emerged: participants viewed the webinars as accessible, engaging, and impactful; the learning was actionable and relevant to daily practice – improving report writing, data interpretation, diagnostic accuracy, and tissue handling – while also equipping lecturers to teach effectively online; and pathology at a crossroads. Quantitative responses showed that 80% felt the webinar enhanced their competence, but only 66% believed it would impact patient outcomes, suggesting a disconnect between their work and its perceived clinical impact. The webinars reminded pathologists of the clinical significance of their work and reflected a desire to connect more with colleagues through multidisciplinary collaboration. There was also a strong call to engage leadership in addressing burnout as a shared responsibility. Webinar platforms can support both skill-building and meaningful professional dialogue. Discussion: The results highlight the multifaceted value of virtual continuing medical education: enhancing diagnostic, teaching, and leadership skills while helping pathologists reconnect with meaning and purpose in their work. As the profession navigates post-pandemic challenges, webinar platforms offer a scalable tool to support clinical competence, collaboration, and engagement with systemic issues such as burnout and professional identity.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".