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  • Evolving educational landscape in pathology: a comprehensive bibliometric and visual analysis including digital teaching and learning resources

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Systematic review
Evolving educational landscape in pathology: a comprehensive bibliometric and visual analysis including digital teaching and learning resources
  1. Luca Cima1,
  2. Nicole Bussola2,
  3. Lewis A Hassell3,
  4. Tim-Rasmus Kiehl4,
  5. Casey Schukow5,
  6. Norman Zerbe4,
  7. Enrico Munari6,
  8. Evelin Torresani1,
  9. Mattia Barbareschi1,7,
  10. Matthew J Cecchini8,
  11. Vito Cirielli9,
  12. Francesca Pagliuca10,
  13. Muhammad Ahsan11,
  14. Sambit K Mohanty12,
  15. Ernesto Arbitrio13,
  16. Griffin Hughes14,
  17. Kamran M Mirza15
  1. 1 Department of Laboratory Medicine, Pathology Unit, Santa Chiara University Hospital, APSS, Trento, Italy
  2. 2 Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, New York, USA
  3. 3 Department of Pathology, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma, USA
  4. 4 Charité-Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Pathology, Berlin, Germany
  5. 5 Department of Pathology, Corewell Health's Beaumont Hospital, Royal Oak, Michigan, USA
  6. 6 Department of Molecular and Translational Medicine, Pathology Unit, University of Brescia, Brescia, Italy
  7. 7 CISMED, Centro Interdipartimentale di Scienze Mediche, University of Trento, Trento, Italy
  8. 8 Department of Pathology and Laboratory Medicine, University of Western Ontario, London, Ontario, Canada
  9. 9 Department of Prevention, Legal Medicine Unit, Azienda ULSS 8 Berica, Vicenza, Italy
  10. 10 Department of Mental and Physical Health and Preventive Medicine, Pathology Unit, University of Campania ‘Luigi Vanvitelli’, Naples, Italy
  11. 11 Histopathology Department, Chughtai Institute of Pathology, Lahore, Pakistan
  12. 12 Department of Pathology and Laboratory Medicine, CORE Diagnostics, Gurgaon, Delhi, India
  13. 13 Independent Researcher, Trento, Italy
  14. 14 Office of Medical Student Research, Oklahoma State University Center for Health Sciences, Tulsa, Oklahoma, USA
  15. 15 Department of Pathology and Laboratory Medicine, Loyola University Chicago Stritch School of Medicine, Maywood, Illinois, USA
  1. Correspondence to Dr Luca Cima, Department of Laboratory Medicine, Pathology Unit, Santa Chiara University Hospital, APSS, Trento 38122, Italy; lucacima85{at}gmail.com

Abstract

Aims Pathology education is a core component of medical training, and its literature is critical for refining educational modalities. We performed a cross-sectional bibliometric analysis to explore publications on pathology education, focusing on new medical education technologies.

Methods The analysis identified 64 pathology journals and 53 keywords. Relevant articles were collected using a web application, PaperScraper, developed to accelerate literature search. Citation data were collected from multiple sources. Descriptive statistics, with time period analysis, were performed using Microsoft Excel and visualised with Flourish Studio. Two article groups were further investigated with a bibliometric software, VOSViewer, to establish co-authorship and keyword relationships.

Results 8946 citations were retrieved from 905 selected articles. Most articles were published in the last decade (447, 49.4%). The top journals were Archives of Pathology & Laboratory Medicine (184), Human Pathology (122) and the American Journal of Clinical Pathology (117). The highest number of citations was found for Human Pathology (2120), followed by Archives of Pathology & Laboratory Medicine (2098) and American Journal of Clinical Pathology (1142). Authors with different backgrounds had the greatest number of articles and citations. 12 co-authorship, 3 keyword and 8 co-citation clusters were found for the social media/online resources group, 8 co-authorship, 4 keyword and 7 co-citation clusters for the digital pathology/virtual microscopy/mobile technologies group.

Conclusions The analysis revealed a significant increase in publications over time. The emergence of digital teaching and learning resources played a major role in this growth. Overall, these findings underscore the transformative potential of technology in pathology education.

  • education
  • information technology
  • education, medical

Data availability statement

All data relevant to the study are included in the article or uploaded as online supplemental information.

https://doi.org/10.1136/jcp-2023-209203

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    Data availability statement

    All data relevant to the study are included in the article or uploaded as online supplemental information.

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    Footnotes

    • Handling editor Runjan Chetty.

    • Twitter @atman_ci, @nicole_bussola, @HassellLewis, @trkiehl, @schukowpathdoc, @NormanZerbe, @MattiaBarbares1, @Path_Matt, @@vitopuntocom, @@Melanchocyte, @@ahsanuitis, @SAMBITKMohanty1

    • Contributors LC: guarantor for the overall content. LC, NB and KM: project conceptualisation, data analysis, data interpretation, writing original draft, manuscript review, project supervision and review and approval of the final manuscript. LAH, RK, GH and FP: research investigation, project conceptualisation, data analysis, data interpretation, writing original draft, manuscript review and review and approval of the final manuscript. CS, EM and EA: research investigation, project conceptualisation, data analysis, data interpretation. NZ, ET, MB, MC, VC, MA and SKM: study resources and review and approval of the final manuscript.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Provenance and peer review Not commissioned; externally peer reviewed.

    • Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.