Kidney360 · 2026
Exploring a Kidney Pathology WhatsApp® Learning Curriculum through a Community of Inquiry Framework.
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Farrell Douglas R, Fattah Layla, Farouk Samira S
Аннотация
BACKGROUND: One-third of nephrology fellows reported a need for additional pathology education in a 2016 American Society of Nephrology needs assessment. WhatsApp®, a free messaging application, has emerged as a potential tool for medical education. We developed a WhatsApp®-based renal pathology curriculum designed to supplement training without increasing time burden. This mixed-methods study was conducted to assess the feasibility, satisfaction, and effectiveness of the WhatsApp®-based pathology curriculum.
METHODS: Seventeen nephrology fellows at Mount Sinai Hospital were invited to participate in a WhatsApp® group dedicated to pathology education. A peer educator shared a weekly pathology image followed by a multiple-choice question (MCQ), with responses submitted via an anonymous online form. At the end of each week, a comprehensive teaching slide with explanations was provided. Pre- and post-intervention surveys assessed perceptions of pathology education, confidence, and knowledge. A voluntary focus group was conducted, transcribed verbatim, and analyzed using reflexive thematic analysis guided by the Community of Inquiry (CoI) framework.
RESULTS: Response rates were 29% for the pre-survey and 43% for the post-survey. All respondents expressed interest in additional pathology education. Based on platform read notifications, an average of 13/14 fellows viewed weekly content, while 5/14 submitted MCQ responses. Participants reported that the curriculum was accessible, relevant, and effective, with all respondents indicating increased confidence following the intervention. The mean program rating was 8.2/10. Qualitative analysis identified themes aligned with the CoI framework: accessibility and ability to review (cognitive presence), communication and discussion (social presence), and perceived relevance of the curriculum, and facilitator feedback (teaching presence).
CONCLUSIONS: A WhatsApp®-based pathology curriculum is a feasible and well-received supplement to nephrology training. Fellows reported high satisfaction and increased confidence, suggesting that mobile learning platforms may support flexible, learner-centered education.
METHODS: Seventeen nephrology fellows at Mount Sinai Hospital were invited to participate in a WhatsApp® group dedicated to pathology education. A peer educator shared a weekly pathology image followed by a multiple-choice question (MCQ), with responses submitted via an anonymous online form. At the end of each week, a comprehensive teaching slide with explanations was provided. Pre- and post-intervention surveys assessed perceptions of pathology education, confidence, and knowledge. A voluntary focus group was conducted, transcribed verbatim, and analyzed using reflexive thematic analysis guided by the Community of Inquiry (CoI) framework.
RESULTS: Response rates were 29% for the pre-survey and 43% for the post-survey. All respondents expressed interest in additional pathology education. Based on platform read notifications, an average of 13/14 fellows viewed weekly content, while 5/14 submitted MCQ responses. Participants reported that the curriculum was accessible, relevant, and effective, with all respondents indicating increased confidence following the intervention. The mean program rating was 8.2/10. Qualitative analysis identified themes aligned with the CoI framework: accessibility and ability to review (cognitive presence), communication and discussion (social presence), and perceived relevance of the curriculum, and facilitator feedback (teaching presence).
CONCLUSIONS: A WhatsApp®-based pathology curriculum is a feasible and well-received supplement to nephrology training. Fellows reported high satisfaction and increased confidence, suggesting that mobile learning platforms may support flexible, learner-centered education.