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Mathew R, Ramakrishnan N, Boland F, Pawlikowska T, Holland JC. Learning cardiac embryology on YouTube-What videos are there to view? ANATOMICAL SCIENCES EDUCATION 2024; 17:1495-1508. [PMID: 39073248 DOI: 10.1002/ase.2467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 12/12/2023] [Accepted: 05/20/2024] [Indexed: 07/30/2024]
Abstract
In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."
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Affiliation(s)
- Ruth Mathew
- Department of Obstetrics & Gynaecology, Cork University Maternity Hospital, Cork, Ireland
| | - Niveta Ramakrishnan
- Medical Graduate, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Fiona Boland
- Data Science Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Teresa Pawlikowska
- Health Professions Education Centre, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Jane C Holland
- Department of Anatomy and Regenerative Medicine, RCSI University of Medicine and Health Sciences, Dublin, Ireland
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Chaudhari P, Gupta S, Srivastav S, Sanker V, Medarametla GD, Pandey A, Agarwal Y. Digital Versus Conventional Teaching of Surgical Pathology: A Comparative Study. Cureus 2023; 15:e45747. [PMID: 37872909 PMCID: PMC10590475 DOI: 10.7759/cureus.45747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/22/2023] [Indexed: 10/25/2023] Open
Abstract
OBJECTIVE To compare the digital method and the conventional method of teaching surgical pathology to medical students. METHODS A prospective case-control study was conducted on second-year students during the period of August 20, 2022, through January 15, 2023. Students, divided into two groups of 45 each, were taught surgical pathology via both conventional and digital methods. Four specimens and four slides were taught in total to the same set of students. A pre-test and a post-test were used to evaluate students' performance and the impact of the teaching method. The answers were analyzed using a paired t-test. In the end, students' responses were obtained regarding their views on a better method of teaching on a Likert scale. RESULTS To study gross pathology, 50.7% of students were in favor of the digital method, and 21% were not in favor. For the microscopic examination of tissues, 56.92% of students were in favor of the digital method, and 15% were not in favor. There was a significant increase in post-test scores (12.54-9.79 = 2.75, p=0.007) when digital methods for teaching surgical pathology were applied. CONCLUSION The Likert scale demonstrated that the digital method of teaching surgical pathology not only improved student performance but also resulted in a better understanding of the subject.
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Affiliation(s)
| | | | | | - Vivek Sanker
- General Surgery, Noorul Islam Institute of Medical Science (NIMS), Trivandrum, IND
| | | | - Akash Pandey
- Internal Medicine, Dr. Rajendra Prasad Government Medical College, Tanda, IND
| | - Yash Agarwal
- Medicine, West Bengal University of Health Sciences, Kolkata, IND
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Sun Z, Xu Z, Yu Y, Xia S, Tuhlei B, Man T, Zhou B, Qin Y, Shang D. Effectiveness of an "online + in-person" hybrid model for an undergraduate molecular biology lab during COVID-19. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:155-163. [PMID: 36579716 DOI: 10.1002/bmb.21704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Revised: 10/27/2022] [Accepted: 12/07/2022] [Indexed: 06/17/2023]
Abstract
The COVID-19 outbreak has created turbulence and uncertainty into multiple aspects of life in countries around the world. In China, the pandemic continues to pose a great challenge to the nature of traditional in-class education in schools. Chinese education has faced the difficult decision of whether to resume in-person teaching in an unprecedented and time-pressured manner. To ensure the quality of teaching and learning during this time, this study aims to explore the effectiveness of an "online + in-person" hybrid teaching model with a new three-part approach to the hybrid teaching lab, where students prepare for the in-person lab using virtual simulated experiments and learning modules and debrief their learning afterwards online as well. This approach not only enhances the efficiency during the in-person lab but also strongly reinforces concepts and laboratory skills by providing a "practice run" before physically attending the lab. A total of 400 medical undergraduates from Dalian Medical University in China were recruited for this study. In an undergraduate molecular biology laboratory course, we observed 200 students in a hybrid teaching model. We evaluated the learning outcomes from the "online + in-person" hybrid teaching model with a questionnaire survey and assessed the quality of experiment execution, report writing, and group collaboration. Moreover, the 200 students from the hybrid group were evaluated during an annual science competition at the university and compared to 200 students from the competition cohort who had no experience with a hybrid learning model. The comparison data were analyzed using a student's t-test statistical analysis. The students in the hybrid learning group demonstrated a strong enthusiasm for the model, high amount of time utilizing the online system, and high scores on laboratory evaluation assignments. Approximately 98% of the hybrid learning students reported that they preferred mixed teaching to the traditional teaching mode, and all students scored above 96% on the online laboratory report. Teachers of the course observed that the hybrid group had a noticeably higher level of proficiency in lab skills compared to the previous students. At the Dalian Medical University annual science competition, where we compared our hybrid group to a traditional learning group, scores for both the objective and subjective items showed that the students instructed with the hybrid lab model had superior performance (p < 0.05). In the context of the COVID-19 pandemic, we developed a new three-part molecular biology laboratory course that strongly improved students' laboratory skills, knowledge retention, and enthusiasm for the course using online learning to improve their learning efficiency and expedite the in-person laboratory experience. We found that these students performed at a higher level in a combined theoretical/practical science competition compared to the students in traditional in-person lab courses. Additionally, our model subjectively fostered enthusiasm and excellence in both teachers and students. Further, cultivation of the students' independent learning and creative problem solving skills were emphasized. The exploration of an effective teaching model, such as the one described here, not only provides students with a solid foundation for their future medical studies and career development but also promotes more efficient in-person laboratory time.
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Affiliation(s)
- Zheng Sun
- Department of Institute (College) of Integrated Medicine, Dalian Medical University, Dalian, People's Republic of China
| | - Zihan Xu
- Department of Institute (College) of Integrated Medicine, Dalian Medical University, Dalian, People's Republic of China
| | - Yang Yu
- Foreign Languages Department, Dalian Medical University, Dalian, People's Republic of China
| | - Shilin Xia
- Clinical Laboratory of Integrative Medicine, The First Affiliated Hospital of Dalian Medical University, Dalian, People's Republic of China
| | - Breanna Tuhlei
- Department of Family Medcine, University of Missouri-Columbia School of Medicine, Columbia, Missouri, USA
| | - Tengjun Man
- Department of Institute (College) of Integrated Medicine, Dalian Medical University, Dalian, People's Republic of China
| | - Bo Zhou
- Department of Institute (College) of Integrated Medicine, Dalian Medical University, Dalian, People's Republic of China
| | - Yuanhua Qin
- Basic Medicine College, Dalian Medical University, Dalian, People's Republic of China
| | - Dong Shang
- Clinical Laboratory of Integrative Medicine, The First Affiliated Hospital of Dalian Medical University, Dalian, People's Republic of China
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Thompson AR, Lowrie DJ, Ubani M. The Effect of Histology Examination Format on Medical Student Preparation and Performance: Stand-Alone Versus Integrated Examinations. MEDICAL SCIENCE EDUCATOR 2023; 33:165-172. [PMID: 36694666 PMCID: PMC9852804 DOI: 10.1007/s40670-023-01731-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
Most medical schools have transitioned from discipline-based to integrated curricula. Although the adoption of integrated examinations usually accompanies this change, stand-alone practical examinations are often retained for disciplines such as gross anatomy and histology. Due to a variety of internal and external factors, faculty at the University of Cincinnati College of Medicine recently began to phase out stand-alone histology practical examinations in favor of an integrated approach to testing. The purpose of this study was to evaluate this change by (1) comparing examination performance on histology questions administered as part of stand-alone versus integrated examinations and (2) ascertaining whether students alter their approach to learning histology content based on the examination format. Data from two courses over a period ranging from 2018 to 2022 were used to evaluate these questions. Results indicated histology question performance initially dropped after being included on integrated examinations. Stratification of students by class rank revealed this change had a greater impact on lower-performing students. Longitudinal data showed that performance 2 years after the change yielded scores similar to previous standards. Despite the initial performance drop, survey results indicate students overwhelmingly prefer when histology is included on integrated examinations. Additionally, students described alterations in study approaches that align with what is known to promote better long-term retention. The results presented in this study have important implications for those at other institutions who are considering making similar changes in assessment strategies.
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Affiliation(s)
- Andrew R. Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, 231 Albert Sabin Way, ML 0667, Cincinnati, OH 45267 USA
| | - D. J. Lowrie
- Department of Medical Education, University of Cincinnati College of Medicine, 231 Albert Sabin Way, ML 0667, Cincinnati, OH 45267 USA
| | - Maureen Ubani
- Department of Medical Education, University of Cincinnati College of Medicine, 231 Albert Sabin Way, ML 0667, Cincinnati, OH 45267 USA
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Meyer GT. Online, Interactive, Digital Visualisation Resources that Enhance Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1421:125-160. [PMID: 37524986 DOI: 10.1007/978-3-031-30379-1_6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
Teaching histology is expensive, particularly in some universities with limited or ageing resources such as microscope equipment and inadequate histological slide collections. Increasing numbers of student enrolments have required duplications of laboratory classes. Such practical classes are staff intensive and so teaching hours are increased. Technology can now solve many of these issues but perhaps, more importantly, can also cater to the self-directed and independent learning needs of today's learners.This chapter will describe and evaluate distinct innovations available on a global scale, utilising both technology-enhanced and interactive learning strategies to revolutionise histology teaching via successful online delivery of learning resources. Histology students can access these innovations to maximise their learning and enable them to complete all learning outcomes away from the traditional classroom environment (i.e., online). Most appropriately, all of these innovations address and help solve cognitive challenges that students experience in histology learning.Lecture recording platforms with engaging functionalities have enabled students to view lectures online. Using new innovative histology resources has eliminated the need for students to attend practical histology laboratory sessions. Instead, students can now study histology successfully and enjoyably in their own time. Learners can interact with unlimited numbers of high-quality images and click on hyperlinked text to identify key features of histological structures. Students can now use virtual microscopy to view digitised histological sections (virtual microscopy) at increasing levels of magnification. Consequently, there is no requirement for academic staff to be present when directing students through their learning objectives, which therefore eliminates formal, scheduled practical classes. The learning platforms offer a variety of formative assessment formats. On completion of a quiz, instant feedback can be provided for students, which makes histology learning efficient and can significantly improve student performance in examinations.However, there remains the issue that three-dimensional (3D) interpretation from traditional two-dimensional (2D) representations of cell, tissue, and organ structure can be cognitively challenging for many students. The popularity of using animations and 3D reconstructions to help learners understand and remember information has greatly increased since the advent of powerful graphics-oriented computers. This technology allows animations to be produced much more easily and cheaply than in previous years, whilst Cinema 4D technology has enhanced a new paradigm shift in teaching histology. 3D reconstruction and animations can meet the educational need and solve the dilemma.
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Affiliation(s)
- Geoffrey T Meyer
- School of Human Sciences, The University of Western Australia, Perth, WA, Australia.
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Hortsch M, Koney NKK, Oommen AM, Yohannan DG, Li Y, de Melo Leite ACR, Girão-Carmona VCC. Virtual Microscopy Goes Global: The Images Are Virtual and the Problems Are Real. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1421:79-124. [PMID: 37524985 DOI: 10.1007/978-3-031-30379-1_5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
For the last two centuries, the scholarly education of histology and pathology has been based on technology, initially on the availability of low-cost, high-quality light microscopes, and more recently on the introduction of computers and e-learning approaches to biomedical education. Consequently, virtual microscopy (VM) is replacing glass slides and the traditional light microscope as the main instruments of instruction in histology and pathology laboratories. However, as with most educational changes, there are advantages and disadvantages associated with a new technology. The use of VM for the teaching of histology and pathology requires an extensive infrastructure and the availability of computing devices to all learners, both posing a considerable financial strain on schools and students. Furthermore, there may be valid reasons for practicing healthcare professionals to maintain competency in using light microscopes. In addition, some educators may be reluctant to embrace new technologies. These are some of the reasons why the introduction of VM as an integral part of histology and pathology instruction has been globally uneven. This paper compares the teaching of histology and pathology using traditional or VM in five different countries and their adjacent regions, representing developed, as well as developing areas of the globe. We identify general and local roadblocks to the introduction of this still-emerging didactic technology and outline solutions for overcoming these barriers.
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Affiliation(s)
- Michael Hortsch
- Departments of Cell and Developmental Biology and of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA.
| | - Nii Koney-Kwaku Koney
- Department of Anatomy, University of Ghana Medical School, University of Ghana, Korle Bu, Accra, Ghana
| | - Aswathy Maria Oommen
- Government Medical College Thiruvananthapuram, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Doris George Yohannan
- Government Medical College Thiruvananthapuram, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Yan Li
- Department of Anatomy, Histology and Embryology, Fudan University, Shanghai, China
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Health sciences students’ viewpoint on innovative approaches in histology course. JOURNAL OF SURGERY AND MEDICINE 2022. [DOI: 10.28982/josam.7581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Background/Aim: It is crucial to improve histology education quality and train competent individuals in the fields of health and medical sciences. Feedback received from students can provide guidance to achieve these goals. This study aims to reveal the opinions of Faculty of Health Sciences students about histology education and to identify their need for innovative approaches to improve this course.
Methods: This study was conducted with 174 students who were enrolled in their first year of the general histology course at the Faculty of Health Sciences, Siirt University, during the 2021–2022 academic year. The students answered survey questions electronically at the end of the semester, and the students’ opinions about the general histology course were obtained. A content analysis technique was used to evaluate the collected data.
Results: Half of the students thought that the histology course was difficult. More than half of the students (57.5%) stated that the length of the theoretical course was sufficient and that practical courses should be supported by various applications. Most of the students (63.8%) stated that the histology course was important for their profession and that it would be more efficient to teach this course by integrating it with clinical sciences. Most of the students (81%) reported that the histology course integrated with technological tools would contribute to their education. Nearly half of the students (49.4%) had a negative response to teaching this course via the distance education method.
Conclusion: Histology education is considered by students to be a difficult course to learn. For students to overcome these difficulties, it can be helpful to provide both theoretical and practical courses at close intervals in a holistic manner. Additionally, integrating this course with clinical sciences can also increase student performance. It is believed that for student success, it is important to integrate educational models with traditional methods supported by technological educational materials and distance education systems.
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Zhong J, Li Z, Hu X, Wang L, Chen Y. Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students. BMC MEDICAL EDUCATION 2022; 22:795. [PMID: 36384542 PMCID: PMC9668391 DOI: 10.1186/s12909-022-03740-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 09/11/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention. METHODS A blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (n = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (n = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (n = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal-Wallis test and Kolmogorov-Smirnov test in SPSS Statics software. RESULTS The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (r = 0.581, P < 0.05) between online learning and the other three blended learning strategies. CONCLUSIONS In the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.
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Affiliation(s)
- Jinjie Zhong
- The Department of Basic Medical Science, and The Medical Education Research Center, School of Medicine, Zhejiang University, Yuhangtang Road 866, Xihu District, Hangzhou, 310058, China.
- The Department of Basic Medical Science, School of Medicine, Zhejiang University, Hangzhou, 310058, China.
| | - Zhongjie Li
- The Department of Basic Medical Science, School of Medicine, Zhejiang University, Hangzhou, 310058, China
| | - Xinyang Hu
- The Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, M13 9PL, UK
| | - Linlin Wang
- The Department of Basic Medical Science, School of Medicine, Zhejiang University, Hangzhou, 310058, China
| | - Yingying Chen
- The Department of Basic Medical Science, School of Medicine, Zhejiang University, Hangzhou, 310058, China
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Khatskevich K, Oh YS, Ruiz D, McGlawn-McGrane B, Freire G, Liu L, Lewis N, Mhaskar R. Virtual Microscopy Tagging and Its Benefits for Students, Faculty, and Interprofessional Programs Alike. Cureus 2022; 14:e27860. [PMID: 36110439 PMCID: PMC9462525 DOI: 10.7759/cureus.27860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 08/10/2022] [Indexed: 11/05/2022] Open
Abstract
Background Over the years, due to technological innovations in medical education, virtual microscopy has become a popular tool used to teach histology. The Virtual Microscopy Project is a faculty and student collaborative project at the University of South Florida (USF) Health to transfer and update online histology slides from an outdated viewer to a completely new viewer. Methodology The project goal is to better facilitate the educational experience for students and faculty through the implementation of updated technology and features. Results At USF Health, multiple programs use the online histology slide viewer to teach normal histology. The previous website’s organization and lack of additional features severely hindered opportunities for personalized education; users could not write any notes, circle or point to important features, or easily search for specific organs or tissue. An updated website user interface and additional instructional features will improve the students’ accessibility and overall quality of their learning. The updated viewer will be more integrated into the USF Health Morsani College of Medicine (MCOM) curriculum, providing faculty with organized and readily available material. USF MCOM has faculty integration directors to create a balanced curriculum that can be reviewed by faculty for consistency and accuracy. Adding this same organizational structure to the online microscopy viewer will assist directors in forming and modifying the curriculum and may also provide them with additional resources for their education delivery. Conclusion The Virtual Microscopy Project hopes to produce an accessible, user-friendly online microscopy viewer that is beneficial to students for learning, to faculty for teaching/curriculum planning, and to medical education as a whole.
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A new model in medicine education: smart model education set. SURGICAL AND RADIOLOGIC ANATOMY : SRA 2022; 44:1201-1209. [PMID: 35879422 PMCID: PMC9312314 DOI: 10.1007/s00276-022-02989-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 07/12/2022] [Indexed: 12/04/2022]
Abstract
Purpose Education set consisting of three-dimensional smart interactive models with audio, visual, and light features and an application program that allows learning branches of science such as anatomy and histology at the same time can bring innovation to medicine and health education. Our study aims to show contributions of this education set, which we have patented, to student academic success and medical education. Methods The students participating in study consisted of three groups. Students were divided into Group 1 (classical education), Group 2 (smart model education set and theoretical expression), and Group 3 (smart model education set). Pre-test, post-test, and state anxiety scale applications were made to all groups before and after education. Trait anxiety scale was administered before education. Education set used in study includes hardware and software parts. Results Post-education state anxiety scale in Group 1 mean was significantly higher than Group 2 and 3 mean; Group 2 mean was significantly higher than Group 3 mean. There was no significant difference between groups regarding trait anxiety levels. It was observed that there was a significant difference between the pre-test and post-test in all three groups. The increase in post-test achievement level of Group 2 and 3 was significantly higher than Group 1. Conclusions Smart model education set integrates basic and clinical information. Mobile application will ensure continuity of theoretical and practical education at desired place and time. Invention will bring a new breath to basic medical education by preventing inequalities in medical and health sciences education.
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McGaley J, Paszkowski U. Visualising an invisible symbiosis. PLANTS, PEOPLE, PLANET 2021; 3:462-470. [PMID: 34938955 PMCID: PMC8651000 DOI: 10.1002/ppp3.10180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Revised: 12/17/2020] [Accepted: 12/17/2020] [Indexed: 06/14/2023]
Abstract
Despite the vast abundance and global importance of plant and microbial species, the large majority go unnoticed and unappreciated by humans, contributing to pressing issues including the neglect of study and research of these organisms, the lack of interest and support for their protection and conservation, low microbial and botanical literacy in society, and a growing disconnect between people and nature. The invisibility of many of these organisms is a key factor in their oversight by society, but also points to a solution: sharing the wealth of visual data produced during scientific research with a broader audience. Here, we discuss how the invisible can be visualised for a public audience, and the benefits it can bring. SUMMARY Whether too small, slow or concealed, the majority of species on Earth go unseen by humans. One such rather unobservable group of organisms are the arbuscular mycorrhizal (AM) fungi, who form beneficial symbioses with plants. AM symbiosis is ubiquitous and vitally important globally in ecosystem functioning, but partly as a consequence of its invisibility, it receives disproportionally little attention and appreciation. Yet AM fungi, and other unseen organisms, need not remain overlooked: from decades of scientific research there exists a goldmine of visual data, which if shared effectively we believe can alleviate the issues of low awareness. Here, we use examples from our experience of public engagement with AM symbiosis as well as evidence from the literature to outline the diverse ways in which invisible organisms can be visualised for a broad audience. We highlight outcomes and knock-on consequences of this visualisation, ranging from improved human mental health to environmental protection, making the case for researchers to share their images more widely for the benefit of plants (and fungi and other overlooked organisms), people and planet.
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Affiliation(s)
| | - Uta Paszkowski
- Department of Plant SciencesUniversity of CambridgeCambridgeUK
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12
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Cheng X, Chan LK, Cai H, Zhou D, Yang X. Adaptions and perceptions on histology and embryology teaching practice in China during the Covid-19 pandemic. TRANSLATIONAL RESEARCH IN ANATOMY 2021; 24:100115. [PMID: 38620760 PMCID: PMC7890343 DOI: 10.1016/j.tria.2021.100115] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 02/06/2021] [Accepted: 02/07/2021] [Indexed: 12/23/2022] Open
Abstract
Backgroud Under the circumstance of school closures caused by the coronavirus outbreak, medical schools in China began implementing online teaching, including histology and embryology (HE) beginning in the middle of February 2020. The changes in HE education in responding to the pandemic in China needs to be determined, for further adaption of online teaching delivery or blended learning. Methods A nationwide survey of the major medical colleges was conducted via WeChat. Results In total, 83 medical schools (one respondent per school) were invited to survey, 78 medical schools responded which represented most medical schools across all the provinces in mainland China, as well as Hong Kong and Macao. The results revealed that 77% (n = 60) and 58% (n = 45) of the responding schools had conducted HE theoretical and practical online teaching, respectively, prior to the pandemic; however, 27% (n = 21) of the medical schools had temporally suspended practical sessions at the time the survey was completed. During the pandemic, 73% (n = 57) and 29% (n = 23) of the medical schools delivered HE theoretical and practical sessions by synchronous live broadcasting, respectively; 65% (n = 51) of the medical schools increased virtual microscopy using during practical sessions. During the pandemic, 54% (n = 42) of the medical schools implemented teaching activities promoting active learning; meanwhile, online assessment was implemented in 84% (n = 66) of the responding medical schools. With regard to the satisfaction with the effectiveness of online teaching during the pandemic, 64% (n = 50) of the medical schools gave positive answers and considered that it was a good opportunity to develop novel and diversified teaching methods. Despite various difficulties such as work overload and unstable online teaching environments, most medical schools are willing to continue or increase theoretical online teaching after the pandemic. Conclusions Medical institutes in China were the earliest of closing campuses and having complete online teaching experience during the pandemic. This paper presents overall HE teaching situation extracted from the survey, to assist other medical schools optimizing the transitions to quality online teaching within a short time, and to serve as reference for schools that demand essential knowledge in online teaching methods, infrastructure construction, and platform integrations.
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, China
| | - Lap Ki Chan
- Macau University of Science and Technology, Macao SAR, China
| | - Hongmei Cai
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, China
| | - Deshan Zhou
- Department of Histology and Embryology, School of Basic Medical Sciences, Capital Medical University, Beijing, 100069, China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, China
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Somera Dos Santos F, Osako MK, Perdoná GDSC, Alves MG, Sales KU. Virtual Microscopy as a Learning Tool in Brazilian Medical Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:408-416. [PMID: 33720510 DOI: 10.1002/ase.2072] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 01/19/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
Virtual microscopy (VM) is a widely used teaching method in Medical Education in many developed countries. In Brazil, however, this is not the case for most medical schools, considering Brazilian social inequality and uneven access to technology. Recently, the Covid-19 pandemic has also challenged Universities to seek and make a transition toward more effective methods of full-time online education. Thus, the main goal of this work was to verify student's perception and academic performance, assessed upon VM implementation in a Brazilian Medical School. Ribeirao Preto Medical School students answered a 26-question survey with regards to optical microscopy (OM) and VM. Academic performance was compared between participants that were (year of 2019) or were not (year of 2015) exposed to VM. Taken the results together, subjective impressions such as handling, suitability, learning effectiveness, and pleasure using the tools, have shown a higher score for virtual microscopy (median = 29), when compared to optical microscopy (median = 24) with a P-value < 0.001 by Wilcoxon rank test, upon measurement using an ordinal scale. Regarding academic performance, no statistically significant differences were found between groups (P-value = 0.38, Cohen's d = 0.19). Therefore, VM proved to be adequate to the Brazilian medical education in light of Brazilian social contexts and Covid-19 pandemic.
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Affiliation(s)
- Fernanda Somera Dos Santos
- Obstetrics and Gynecology Residency Program, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, Brazil
| | - Mariana Kiomy Osako
- Department of Cell and Molecular Biology and Pathogenic Bioagents, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, Brazil
| | | | - Márcia Gaião Alves
- Department of Cell and Molecular Biology and Pathogenic Bioagents, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, Brazil
| | - Katiuchia Uzzun Sales
- Department of Cell and Molecular Biology and Pathogenic Bioagents, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, Brazil
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Darici D, Reissner C, Brockhaus J, Missler M. Implementation of a fully digital histology course in the anatomical teaching curriculum during COVID-19 pandemic. Ann Anat 2021; 236:151718. [PMID: 33675948 PMCID: PMC8739541 DOI: 10.1016/j.aanat.2021.151718] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 02/11/2021] [Accepted: 02/11/2021] [Indexed: 02/07/2023]
Affiliation(s)
- D Darici
- Institute of Anatomy and Molecular Neurobiology, Westfälische-Wilhelms-University, Vesaliusweg 2-4, 48149 Münster, Germany.
| | - C Reissner
- Institute of Anatomy and Molecular Neurobiology, Westfälische-Wilhelms-University, Vesaliusweg 2-4, 48149 Münster, Germany
| | - J Brockhaus
- Institute of Anatomy and Molecular Neurobiology, Westfälische-Wilhelms-University, Vesaliusweg 2-4, 48149 Münster, Germany
| | - M Missler
- Institute of Anatomy and Molecular Neurobiology, Westfälische-Wilhelms-University, Vesaliusweg 2-4, 48149 Münster, Germany.
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Arauz M, Fuentealba C, Vanderstichel R, Bolfa P, Sithole F, Laws A, Illanes O. Development and Application of an Interactive Neuropathology iBook as a Complementary Learning Tool for Veterinary Medicine Students. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 49:e20200105. [PMID: 33970836 DOI: 10.3138/jvme-2020-0105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Neuropathology is a challenging subject for most medical students. Delivering a gamified learning tool on this topic may motivate students and increase knowledge in the discipline. We report the development of such a tool in iBook format for the systemic pathology course delivered at Ross University School of Veterinary Medicine. Composed of 10 chapters (cases), this Neuropathology iBook (NP-iB) reviews basic clinical manifestations, neuropathology, and pathogenesis of common non-neoplastic conditions that cause brain disease in domestic animals. The goal of each chapter is to reach a diagnosis by interactively answering specific questions after reviewing relevant medical history, clinical pathology, and autopsy findings. Our hypothesis: the NP-iB improves students' ability to recognize these diseases, reflected in higher test scores. Using a post-test only control group design, data were gathered from all students enrolled in the course in two different semesters, fall 2017 and spring 2018 (n = 300). NP-iB users (n = 51, 17%) and usage time were identified by answers to multiple-choice questions embedded in the course assessments. Ninety percent of users had a positive perception although no statistically significant differences were found in median test scores between users and non-users. Statistically significant test score differences were found across how much time students used the NP-iB (p = .005); the lowest test score median values were found for neuropathology questions not related to the NP-iB, in students who used it for more than 3 hours. Unexpectedly, a low number of students preferred this digital learning tool, and its use did not improve their learning outcomes.
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Tauber Z, Lacey H, Lichnovska R, Erdosova B, Zizka R, Sedy J, Cizkova K. Students´ preparedness, learning habits and the greatest difficulties in studying Histology in the digital era: A comparison between students of general and dental schools. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:371-376. [PMID: 33012128 DOI: 10.1111/eje.12613] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2019] [Revised: 01/13/2020] [Accepted: 09/29/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION There are only sporadic references in literature regarding general medicine and dentistry student´s preparedness for Histology, study resources and how students might use them in the era of virtual microscopy. METHODS A structured questionnaire was used to evaluate students´ opinion, with 192 students of general medicine and 82 students of dentistry responding. RESULTS The dentistry students evaluate their previous knowledge of basic high school disciplines as less helpful when compared to their general medicine colleagues, but this difference diminishes during the first year of medical school studies. Students of dentistry display a better orientation in the amount of study resources (electronic vs printed) and also the ways of their use (practical vs theoretical preparation). The main problems surfacing in the study of Histology have been: the lack of time due to the high demands of Anatomy, problems with correct identification of structures in specimens and correct orientation in a large number of available study resources. Students indicate that they would appreciate the introduction of interactive exercise tests to verify practical and theoretical knowledge. CONCLUSION We revealed significant differences between students of general medicine and dentistry in terms of student´s preparedness and learning habits. According to our findings, it is still necessary to further develop teaching methods utilising virtual microscopy, taking into account the needs of both general medicine and dental school students.
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Affiliation(s)
- Zdenek Tauber
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Helena Lacey
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Radka Lichnovska
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Bela Erdosova
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Radovan Zizka
- Department of Dentistry and Oral Sciences, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Jiri Sedy
- Department of Anatomy, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Katerina Cizkova
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
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Lee BC, Hsieh ST, Chang YL, Tseng FY, Lin YJ, Chen YL, Wang SH, Chang YF, Ho YL, Ni YH, Chang SC. A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study. ANATOMICAL SCIENCES EDUCATION 2020; 13:743-758. [PMID: 31883209 DOI: 10.1002/ase.1940] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 12/20/2019] [Accepted: 12/21/2019] [Indexed: 06/10/2023]
Abstract
Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third-year students studying histology and 651 fourth-year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test-enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test-enhanced learning may help more students to master microscopic laboratory content.
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Affiliation(s)
- Bai-Chin Lee
- Department of Internal Medicine, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan
| | - Sung-Tsang Hsieh
- Department of Anatomy and Cell Biology, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yih-Leong Chang
- Department of Pathology, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Fen-Yu Tseng
- Department of Internal Medicine, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yu-Jung Lin
- Center of Faculty Development, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yuh-Lien Chen
- Department of Anatomy and Cell Biology, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Shu-Huei Wang
- Department of Anatomy and Cell Biology, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yu-Fong Chang
- School of Dentistry, National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yi-Lwun Ho
- Department of Internal Medicine, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan
| | - Yen-Hsuan Ni
- Department of Pediatrics, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan
| | - Shan-Chwen Chang
- Department of Internal Medicine, National Taiwan University Hospital and National Taiwan University College of Medicine, Taipei, Taiwan
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18
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Cheng X, Chan LK, Li H, Yang X. Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years. ANATOMICAL SCIENCES EDUCATION 2020; 13:759-768. [PMID: 32162490 DOI: 10.1002/ase.1956] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 03/04/2020] [Accepted: 03/05/2020] [Indexed: 06/10/2023]
Abstract
In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.
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MESH Headings
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/history
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Educational Measurement/history
- Educational Measurement/methods
- Educational Measurement/statistics & numerical data
- Embryology/education
- Histology/education
- History, 21st Century
- Humans
- Schools, Medical/history
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/history
- Teaching/organization & administration
- Teaching/trends
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Macau University of Science and Technology, Macao SAR, People's Republic of China
| | - He Li
- Department of Histology and Embryology, Hubei University of Medicine, Shiyan, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
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19
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Amer MG, Nemenqani DM. Successful Use of Virtual Microscopy in the Assessment of Practical Histology during Pandemic COVID-19: A Descriptive Study. J Microsc Ultrastruct 2020; 8:156-161. [PMID: 33623740 PMCID: PMC7883501 DOI: 10.4103/jmau.jmau_67_20] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Accepted: 07/24/2020] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND Practical knowledge and skills of microscopy has classically been delivered for medical students using conventional microscopes (CMs). Using virtual microscopy (VM) in teaching practical histology was established during distance learning for Taif medical students during COVID 19 pandemic period. However, the suitable assessment methods for student performance during distance learning are still debatable. We focused on how to ensure the learner's achievement of course practical outcomes and learning domain. AIMS AND OBJECTIVES This study aimed to ascertain whether using VM to evaluate student learning in practical Histology during distance education programs and if moving to VM affecting students' scores. MATERIALS AND METHODS For the first time, we used VM during online objective structural practical examination (OSPE) of 3rd year medical students. Different sets of virtual slides were given for students at the time of assessment, then different tasks were described and each student was asked to finalize his/her task during the designed time. A specific rubric was designed for the evaluation of student work. Moreover, student perceptions of VM as teaching and assessment method were assessed using online survey. Post examination psychometric analysis of VM OSPE was done and compared with previous OSPE results of the same batch of students. RESULTS The average student score was 4.63 ± 0.51 with no significant difference from previous student's scores. The net students' feedback was positive. Their average satisfaction on all items ranged from 3.7 to 4.25 on Likert scale. Students recorded the easy image access at any time and place with VM as the most distinctive feature. CONCLUSION Our results indicated that VM is not only an effective method in teaching histology but also it is an assessment method for measuring student performance during online assessment.
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Affiliation(s)
- Mona G Amer
- Department of Anatomy and Histology, College of Medicine Taif University, Taif, Saudi Arabia
- Department of Medical Education, College of Medicine Taif University, Taif, Saudi Arabia
- Department of Histology and Cell Biology, Faculty of Medicine, Zagazig University, Zagazig, Egypt
| | - Dalal M Nemenqani
- Department of Medical Education, College of Medicine Taif University, Taif, Saudi Arabia
- Department of Pathology, College of Medicine Taif University, Taif, Saudi Arabia
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20
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From Scope to Screen: The Evolution of Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1260:75-107. [PMID: 33211308 DOI: 10.1007/978-3-030-47483-6_5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Histology, the branch of anatomy also known as microscopic anatomy, is the study of the structure and function of the body's tissues. To gain an understanding of the tissues of the body is to learn the foundational underpinnings of anatomy and achieve a deeper, more intimate insight into how the body is constructed, functions, and undergoes pathological change. Histology, therefore, is an integral element of basic science education within today's medical curricula. Its development as a discipline is inextricably linked to the evolution of the technology that allows us to visualize it. This chapter takes us on the journey through the past, present, and future of histology and its education; from technologies grounded in ancient understanding and control of the properties of light, to the ingenuity of crafting glass lenses that led to the construction of the first microscopes; traversing the second revolution in histology through the development of modern histological techniques and methods of digital and virtual microscopy, which allows learners to visualize histology anywhere, at any time; to the future of histology that allows flexible self-directed learning through social media, live-streaming, and virtual reality as a result of the powerful smart technologies we all carry around in our pockets. But, is our continuous pursuit of technological advancement projecting us towards a dystopian world where machines with artificial intelligence learn how to read histological slides and diagnose the diseases in the very humans that built them?
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21
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Koury HF, Leonard CJ, Carry PM, Lee LMJ. An Expert Derived Feedforward Histology Module Improves Pattern Recognition Efficiency in Novice Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:645-654. [PMID: 30586223 DOI: 10.1002/ase.1854] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 12/18/2018] [Accepted: 12/19/2018] [Indexed: 06/09/2023]
Abstract
Histology is a visually oriented, foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education, few studies have shown the impact of this change on visual literacy development, a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert's gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study, one group of novices (n = 9) was provided with training materials that included expert eye gaze, while the other group (n = 12) was provided training materials with identical content, but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance, and performance measures including time-to-task-completion and accuracy, were collected during an identification task assessment. Compared to the control group, the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group, indicating the potential efficacy of training using an expert's gaze to enhance visual literacy development. With further investigation, such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects.
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Affiliation(s)
- Hannah F Koury
- Master of Science in Modern Human Anatomy Program, University of Colorado, Graduate School, Aurora, Colorado
| | - Carly J Leonard
- Department of Psychology, University of Colorado Denver, Denver, Colorado
| | - Patrick M Carry
- Musculoskeletal Research Center, Department of Orthopedics, Colorado Children's Hospital, Aurora, Colorado
| | - Lisa M J Lee
- Master of Science in Modern Human Anatomy Program, University of Colorado, Graduate School, Aurora, Colorado
- Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado
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22
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Turner OC, Aeffner F, Bangari DS, High W, Knight B, Forest T, Cossic B, Himmel LE, Rudmann DG, Bawa B, Muthuswamy A, Aina OH, Edmondson EF, Saravanan C, Brown DL, Sing T, Sebastian MM. Society of Toxicologic Pathology Digital Pathology and Image Analysis Special Interest Group Article*: Opinion on the Application of Artificial Intelligence and Machine Learning to Digital Toxicologic Pathology. Toxicol Pathol 2019; 48:277-294. [DOI: 10.1177/0192623319881401] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Toxicologic pathology is transitioning from analog to digital methods. This transition seems inevitable due to a host of ongoing social and medical technological forces. Of these, artificial intelligence (AI) and in particular machine learning (ML) are globally disruptive, rapidly growing sectors of technology whose impact on the long-established field of histopathology is quickly being realized. The development of increasing numbers of algorithms, peering ever deeper into the histopathological space, has demonstrated to the scientific community that AI pathology platforms are now poised to truly impact the future of precision and personalized medicine. However, as with all great technological advances, there are implementation and adoption challenges. This review aims to define common and relevant AI and ML terminology, describe data generation and interpretation, outline current and potential future business cases, discuss validation and regulatory hurdles, and most importantly, propose how overcoming the challenges of this burgeoning technology may shape toxicologic pathology for years to come, enabling pathologists to contribute even more effectively to answering scientific questions and solving global health issues. [Box: see text]
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Affiliation(s)
- Oliver C. Turner
- Novartis, Novartis Institutes for Biomedical Research, Preclinical Safety, East Hanover, NJ, USA
| | - Famke Aeffner
- Amgen Inc, Research, Comparative Biology and Safety Sciences, San Francisco, CA, USA
| | | | - Wanda High
- High Preclinical Pathology Consulting, Rochester, NY, USA
| | - Brian Knight
- Boehringer Ingelheim Pharmaceuticals Incorporated, Nonclinical Drug Safety, Ridgefield, CT, USA
| | | | - Brieuc Cossic
- Roche, Pharmaceutical Research and Early Development (pRED), Roche Innovation Center, Basel, Switzerland
| | - Lauren E. Himmel
- Division of Animal Care, Department of Pathology, Microbiology and Immunology, Vanderbilt University Medical Center, Nashville, TN, USA
| | | | | | | | | | - Elijah F. Edmondson
- Pathology/Histotechnology Laboratory, Frederick National Laboratory for Cancer Research, NIH, Frederick, MD, USA
| | - Chandrassegar Saravanan
- Novartis, Novartis Institutes for Biomedical Research, Preclinical Safety, Cambridge, MA, USA
| | | | - Tobias Sing
- Novartis, Novartis Institutes for Biomedical Research, NIBR Informatics, Basel, Switzerland
| | - Manu M. Sebastian
- Department of Epigenetics and Molecular Carcinogenesis, The University of Texas MD Anderson Cancer Center, Smithville, TX, USA
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23
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Yohannan DG, Oommen AM, Umesan KG, Raveendran VL, Sreedhar LSL, Anish TSN, Hortsch M, Krishnapillai R. Overcoming Barriers in a Traditional Medical Education System by the Stepwise, Evidence-Based Introduction of a Modern Learning Technology. MEDICAL SCIENCE EDUCATOR 2019; 29:803-817. [PMID: 34457545 PMCID: PMC8368117 DOI: 10.1007/s40670-019-00759-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
INTRODUCTION Histology teaching in India and in other developing countries has not changed much over the past decades and has not joined the global movement of using virtual microscopy (VM). Many factors may have contributed to this academic inertia-including curricular requirements for traditional microscopy (TM) skills, assessments that are heavily based on TM, and unfamiliarity with modern technology among faculty, as well as infrastructural shortcomings. This study is aimed at overcoming these roadblocks by using a blended approach combining VM with TM in a tradition-centered curricular setting. METHODS For validation of this approach, the authors conducted a non-randomized controlled trial with a crossover design on first year medical students at the Government Medical College, Thiruvananthapuram, India. Examination scores and responses of a student group taught with VM as an adjunct to TM were compared with a student group taught with TM only. RESULTS The test group had significantly better results when compared to the control group for knowledge-based tests (p = 0.012; analysis of co-variance) and for an unannounced visual-based test conducted 1 month later (p = 0.001; Mann-Whitney U test). Feedback collected from students showed highly favorable responses to the use of VM for teaching histology. CONCLUSION This study should encourage Indian medical colleges and schools in other developing countries to start using VM as a supplementary approach for their histology education programs. Furthermore, as the Medical Council of India recommends the introduction of new competency-based integrated curriculum in India starting in 2019, the use of VM may facilitate more effective learning in the new scenario. TRIAL REGISTRATION CTRI/2018/04/012928.
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Affiliation(s)
| | - Aswathy Maria Oommen
- Department of Anatomy, Government Medical College, Thiruvananthapuram, Kerala India
| | | | | | | | | | - Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, MI USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI USA
| | - Renuka Krishnapillai
- Department of Anatomy, Government Medical College, Thiruvananthapuram, Kerala India
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24
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Prakash R, Prakash K. Virtual microscopy made economical and effortless using the Foldscope and a smartphone with screen mirroring. J Oral Maxillofac Pathol 2019; 23:292-294. [PMID: 31516239 PMCID: PMC6714246 DOI: 10.4103/jomfp.jomfp_148_18] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
CONTEXT Virtual Microscopy. AIM The aim of this study was to demonstrate, as a proof of concept, the integration of a Foldscope, along with a smartphone and screen mirroring devices, into the regular academic teaching program for use with all types of regular slides for economical virtual microscopy. SETTING DESIGN & METHODS For the purpose of this demonstration, a microscopic slide of a ground section of a tooth, a smartphone (iPhone6), a Foldscope and an Apple TV module were chosen to demonstrate the integration of a low-cost unbreakable microscope along with a smartphone to facilitate immediate viewing, capture, sharing and even projection of the image by screen mirroring, if required, in a classroom setting. CONCLUSION The Foldscope microscope (Foldscope Instruments, Palo Alto, CA, USA) invented by Manu Prakash is an extremely economical, Origami style, fold to assemble microscope available from popular online retailers at approximately Rupees 500 aimed at simplifying and enabling diagnostics and education worldwide. The Foldscope, integrated with a smartphone, allows for easy screen casting thus proving invaluable as an educational tool by creating an effortless bridge between analogue input and digital output, facilitating instant digitization of slides for viewing, display, communication and storage. This article demonstrates the use of the Foldscope for virtual microscopy in a classroom scenario, by employing the screen mirroring capabilities of a smartphone.
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Affiliation(s)
- Ram Prakash
- Professor, Department of Prosthodontics, Anil Neerukonda Institute of Dental Sciences, Visakhapatnam, Andhra Pradesh, India
| | - Krishna Prakash
- Undergraduate Student, Anil Neerukonda Institute of Dental Sciences, Visakhapatnam, Andhra Pradesh, India
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25
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Tauber Z, Cizkova K, Lichnovska R, Lacey H, Erdosova B, Zizka R, Kamarad V. Evaluation of the effectiveness of the presentation of virtual histology slides by students during classes. Are there any differences in approach between dentistry and general medicine students? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:119-126. [PMID: 30582772 DOI: 10.1111/eje.12410] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2018] [Accepted: 12/07/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Virtual microscopy, used as a method to teach histology, has many undeniable advantages. However, the usefulness of this method is somewhat limited by the difficulties students face in finding their way through huge amounts of digital data, compounded by decreased interaction between students and teachers. We describe the results of a recent pilot project which combined the modern teaching methods of active learning, where students themselves present histological slides and make use of the virtual microscopy system. METHODS Students' responses to a structured questionnaire and examination results were evaluated. RESULTS We found that a combination of both electronic materials and textbooks was commonly used by students to prepare for practical teaching sessions, with electronic resources being used regularly by the majority of students. No statistically relevant differences were found between the approaches of dentistry vs general medicine students. Cooperation between students' groups during the preparation for individual presentations was seen to be beneficial by a majority of dentistry students; they reported that the introduction of student-led presentations improved their quality of preparation for practical lessons, as well as increasing their participation and activity level in the lessons themselves. These different approaches and motivations between students of dentistry and general medicine are reflected in the test results where dentistry students are more successful. CONCLUSION We confirm that there are differences in motivation, approaches and examination results between both groups of students, which should be taken into account and which could lead to differentiation of future curricula for both study courses.
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Affiliation(s)
- Zdenek Tauber
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Katerina Cizkova
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
- Institute of Molecular and Translational Medicine, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Radka Lichnovska
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Helena Lacey
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Bela Erdosova
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
| | - Radovan Zizka
- Czech Educational and Dental Research Innovative Group, Olomouc, Czech Republic
| | - Vojtech Kamarad
- Department of Histology and Embryology, Faculty of Medicine and Dentistry, Palacky University, Olomouc, Czech Republic
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King TS, Sharma R, Jackson J, Fiebelkorn KR. Clinical Case-Based Image Portfolios in Medical Histopathology. ANATOMICAL SCIENCES EDUCATION 2019; 12:200-209. [PMID: 30118571 DOI: 10.1002/ase.1794] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2017] [Revised: 02/02/2018] [Accepted: 04/03/2018] [Indexed: 06/08/2023]
Abstract
This descriptive article describes the use of clinical case-based portfolios in histopathology teaching laboratories in conjunction with virtual microscopy not only to integrate histology and pathology disciplines for first and second year medical students but also to stimulate student engagement, promote self-directed and group-based learning and enhance student-to-student interaction in a structured manner. Portfolios consisted of PowerPoint files encompassing four to five clinical case studies relevant to the topics covered that week. Portfolios integrated study materials provided in the module-specific lectures, clinical skill lectures, and online interactive content. Two sets of portfolios, Individual and Group, were used. Individual Portfolios were completed by each student and uploaded prior to the laboratory session. Group Portfolios were completed by students working together in small groups during the laboratory session with minimal faculty assistance. The functional utility and acceptance of Individual and Group Portfolios among first- and second-year medical students was evaluated using electronic surveys and examination performances. Both first- and second-year students agreed that the use of portfolios in conjunction with virtual microscopy promoted understanding and encouraged discussion of the topics covered during the week and that group members worked well together and contributed to the completion of the portfolios. Performances on the Histology and Cell Biology and Pathology sections on the United States Medical Licensing Examination® (USMLE® ) remained consistent and in line with national averages. Overall, use of portfolios promoted peer teaching and contributed towards successful transition to the new system-based integrated curriculum with continued strong performance on the USMLE.
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Affiliation(s)
- Thomas S King
- Department of Cell Systems and Anatomy, Long School of Medicine, UT-Health, San Antonio, Texas
- Department of Obstetrics-Gynecology, Long School of Medicine, UT-Health, San Antonio, Texas
| | - Ramaswamy Sharma
- Department of Cell Systems and Anatomy, Long School of Medicine, UT-Health, San Antonio, Texas
| | - Jeff Jackson
- Office of Undergraduate Medical Education, Long School of Medicine, UT-Health, San Antonio, Texas
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Recommendations of the working group of the Anatomische Gesellschaft on reduction of formaldehyde exposure in anatomical curricula and institutes. Ann Anat 2019; 221:179-185. [DOI: 10.1016/j.aanat.2018.10.007] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2018] [Accepted: 10/17/2018] [Indexed: 11/18/2022]
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Nwizu NN, Owosho A, Ogbureke KUE. Emerging paradigm of virtual-microscopy for histopathology diagnosis: survey of US and Canadian oral pathology trainees. BDJ Open 2018; 3:17013. [PMID: 29607083 PMCID: PMC5842823 DOI: 10.1038/bdjopen.2017.13] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2016] [Revised: 05/15/2017] [Accepted: 05/19/2017] [Indexed: 11/11/2022] Open
Abstract
Objectives/Aims: The application of virtual microscopy (VM) to research, pre-doctoral medical and dental educational training, and diagnostic surgical and anatomic pathology is well-documented but its application to the field of oral and maxillofacial pathology has not been explored. This is the first study to evaluate the enthusiasm and readiness of US-/Canada-based oral and maxillofacial pathology (OMFP) residents toward employing VM use over conventional microscopy (CM) for diagnostic purposes. Materials and Methods: All 46 current US-/Canada-based OMFP residents were invited to participate in an anonymous electronic survey via ‘Survey Monkey’ in 2015. The survey comprised sixteen multiple choice questions and two ‘free text’ questions. Results: 14% of respondents of the 22 (48%) respondents who completed the survey indicated a willingness to substitute CM with VM in <5 years, and 33% within 10 years. 52% reported they would never substitute CM with VM. Approximately 10 and 57% of respondents thought VM will become an acceptable sole diagnostic tool in most centers within 5 and 10 years, respectively. These findings are irrespective of the fact that overall, 90% of respondents reported being familiar with VM use. Discussion: VM technology is unlikely to substitute CM in diagnostic oral and maxillofacial histopathology practice among future OMFP practitioners in the foreseeable future.
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Affiliation(s)
- Ngozi N Nwizu
- Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston, Houston, TX, USA
| | - Adepitan Owosho
- Department of Surgery, Dental Services, Memorial Sloan-Kettering Cancer Center, New York, USA
| | - Kalu U E Ogbureke
- Department of Diagnostic and Biomedical Sciences, The University of Texas School of Dentistry at Houston, Houston, TX, USA
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Sieben A, Oparka R, Erolin C. Histology in 3D: development of an online interactive student resource on epithelium. J Vis Commun Med 2017; 40:58-65. [PMID: 28595503 DOI: 10.1080/17453054.2017.1332480] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Epithelium is an important and highly specialised tissue type that makes up the lining of inner and outer surfaces of the human body. It is proposed that a self-study tool adds to efficient learning and lecturing on this complicated topic in medical curricula. This paper describes the development and evaluation of an online interactive 3D resource on epithelium for undergraduate medical students. A first evaluation was carried out by means of an online survey (n = 37). The resource was evaluated positively on the website in general, its visual contents and its value and potential for the medical curriculum.
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Affiliation(s)
- Anna Sieben
- a The Institute for Medical Education , University Medical Center Groningen , Groningen , The Netherlands
| | - Richard Oparka
- b Department of Histopathology, Ninewells Hospital & Medical School Dundee Scotland , University of Dundee School of Medicine , Dundee , UK
| | - Caroline Erolin
- c Centre for Anatomy and Human Identification, School of Science and Engineering , University of Dundee , Dundee , UK
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Thompson AR, Lowrie DJ. An evaluation of outcomes following the replacement of traditional histology laboratories with self-study modules. ANATOMICAL SCIENCES EDUCATION 2017; 10:276-285. [PMID: 27798818 DOI: 10.1002/ase.1659] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 10/03/2016] [Accepted: 10/03/2016] [Indexed: 05/21/2023]
Abstract
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in-house examinations, results of the United States Medical Licensing Examination® (USMLE® ) Step 1 Examination, and student feedback. Medical School College Admissions Test® (MCAT® ) scores were used as a covariate when comparing in-house examinations. Results revealed no significant change in performance on in-house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self-study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self-study modules was positive and suggested that features such as instructor narrated videos were an important component of the self-study modules because they helped recreate the experience of in-person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self-study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276-285. © 2016 American Association of Anatomists.
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Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Donald J Lowrie
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
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Vainer B, Mortensen NW, Poulsen SS, Sørensen AH, Olsen J, Saxild HH, Johansen FF. Turning Microscopy in the Medical Curriculum Digital: Experiences from The Faculty of Health and Medical Sciences at University of Copenhagen. J Pathol Inform 2017; 8:11. [PMID: 28382225 PMCID: PMC5364742 DOI: 10.4103/2153-3539.201919] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 12/13/2016] [Indexed: 11/15/2022] Open
Abstract
Familiarity with the structure and composition of normal tissue and an understanding of the changes that occur during disease is pivotal to the study of the human body. For decades, microscope slides have been central to teaching pathology in medical courses and related subjects at the University of Copenhagen. Students had to learn how to use a microscope and envisage three-dimensional processes that occur in the body from two-dimensional glass slides. Here, we describe how a PathXL virtual microscopy system for teaching pathology and histology at the Faculty has recently been implemented, from an administrative, an economic, and a teaching perspective. This fully automatic digital microscopy system has been received positively by both teachers and students, and a decision was made to convert all courses involving microscopy to the virtual microscopy format. As a result, conventional analog microscopy will be phased out from the fall of 2016.
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Affiliation(s)
- Ben Vainer
- Department of Biomedical Sciences, Molecular Pathology Section, University of Copenhagen, Copenhagen, Denmark; Department of Pathology, Copenhagen University Hospital, Rigshospitalet, Denmark
| | | | - Steen Seier Poulsen
- Department of Biomedical Sciences, Endocrinology Research Section, University of Copenhagen, Copenhagen, Denmark
| | | | - Jørgen Olsen
- Department of Cellular and Molecular Medicine, Section VIII, University of Copenhagen, Copenhagen, Denmark
| | - Hans Henrik Saxild
- The Dean's Office, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Flemming Fryd Johansen
- Department of Biomedical Sciences, Molecular Pathology Section, University of Copenhagen, Copenhagen, Denmark
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Foad AFA. Comparing the use of virtual and conventional light microscopy in practical sessions: Virtual reality in Tabuk University. J Taibah Univ Med Sci 2016; 12:183-186. [PMID: 31435236 PMCID: PMC6694892 DOI: 10.1016/j.jtumed.2016.10.015] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2016] [Revised: 10/21/2016] [Accepted: 10/23/2016] [Indexed: 11/28/2022] Open
Abstract
Virtual microscopy has an established role in medical practice and education across all medical disciplines. It provides economical and pedagogical advantages, albeit with some shortcomings. We randomly assigned two groups of second-year medical students from the University of Tabuk in KSA to use either conventional light or virtual microscopy practical sessions. The students' perceptions were assessed by written and practical exams. Students in the virtual microscopy group performed better than those in the light microscopy group in both practical and written exams, as reflected by their more-uniform performance and less-scattered grades. The virtual microscopy group had the advantage of optional online off-campus access to study materials, which they spent an average of 2.5 h reviewing. Virtual microscopy is a valid educational tool that can augment conventional microscopy in pathology practical sessions, and its application is convenient for both students and staff.
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Affiliation(s)
- Ayman F A Foad
- Department of Pathology, Faculty of Medicine, University of Tabuk, Tabuk, KSA
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Holland J, Clarke E, Glynn M. Out of sight, out of mind: Do repeating students overlook online course components? ANATOMICAL SCIENCES EDUCATION 2016; 9:555-564. [PMID: 27096280 DOI: 10.1002/ase.1613] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 02/04/2016] [Accepted: 03/30/2016] [Indexed: 06/05/2023]
Abstract
E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists.
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Affiliation(s)
- Jane Holland
- Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Eric Clarke
- Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Mark Glynn
- Teaching Enhancement Unit, Dublin City University, Glasnevin, Ireland, Dublin
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Measuring dental students' preference: A comparison of light microscopy and virtual microscopy as teaching tools in oral histology and pathology. Saudi Dent J 2016; 28:169-173. [PMID: 27872547 PMCID: PMC5110472 DOI: 10.1016/j.sdentj.2015.11.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2015] [Revised: 10/14/2015] [Accepted: 11/11/2015] [Indexed: 11/30/2022] Open
Abstract
Objectives Light microscopy used to be the traditional modality of teaching histology and pathology disciplines. Recent advances and innovations in the information technology field have revolutionized the use of hard- and software in medical education. An example of such an innovation is the so-called virtual microscopy. Many schools have started to adopt virtual microscopy as a new method aimed at enhancing student learning. Nonetheless, few reports have described the experiences of introducing virtual microscopy in dental education. We conducted this study to evaluate student perceptions of virtual microscopy use. Materials and methods A survey of 9 items with a five-point Likert scale was designed to assess student perceptions of different aspects of virtual microscopy use compared with light microscopy. Eighty-seven 2nd year dental students answered the survey for a response rate of 80%. Results The majority of the students (85.1%) reported positive feedback for the use of virtual slides as a method of learning. Students reported significantly higher scores in virtual microscopy compared with light microscopy (t test: t86 = 9.832, P < 0.0001); however, a few students reported some technical difficulties when using computers to view the virtual slides. Conclusions Although light microscopy is the classical tool of teaching histology and pathology, virtual microscopy is a highly preferred substitute. We believe that virtual microscopy is a valuable teaching tool that enhances student educational experiences.
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Mione S, Valcke M, Cornelissen M. Remote histology learning from static versus dynamic microscopic images. ANATOMICAL SCIENCES EDUCATION 2016; 9:222-230. [PMID: 26441000 DOI: 10.1002/ase.1572] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2015] [Revised: 09/08/2015] [Accepted: 09/12/2015] [Indexed: 06/05/2023]
Abstract
Histology is the study of microscopic structures in normal tissue sections. Curriculum redesign in medicine has led to a decrease in the use of optical microscopes during practical classes. Other imaging solutions have been implemented to facilitate remote learning. With advancements in imaging technologies, learning material can now be digitized. Digitized microscopy images can be presented in either a static or dynamic format. This study of remote histology education identifies whether dynamic pictures are superior to static images for the acquisition of histological knowledge. Test results of two cohorts of second-year Bachelor in Medicine students at Ghent University were analyzed in two consecutive academic years: Cohort 1 (n = 190) and Cohort 2 (n = 174). Students in Cohort 1 worked with static images whereas students in Cohort 2 were presented with dynamic images. ANCOVA was applied to study differences in microscopy performance scores between the two cohorts, taking into account any possible initial differences in prior knowledge. The results show that practical histology scores are significantly higher with dynamic images as compared to static images (F (1,361) = 15.14, P < 0.01), regardless of student's gender and performance level. Several reasons for this finding can be explained in accordance with cognitivist learning theory. Since the findings suggest that knowledge construction with dynamic pictures is stronger as compared to static images, dynamic images should be introduced in a remote setting for microscopy education. Further implementation within a larger electronic learning management system needs to be explored in future research. Anat Sci Educ 9: 222-230. © 2015 American Association of Anatomists.
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Affiliation(s)
- Sylvia Mione
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Martin Valcke
- Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Maria Cornelissen
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
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Saco A, Bombi JA, Garcia A, Ramírez J, Ordi J. Current Status of Whole-Slide Imaging in Education. Pathobiology 2016; 83:79-88. [DOI: 10.1159/000442391] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Cogdell B, Torsney B, Stewart K, Smith RA. Technological and Traditional Drawing Approaches Encourage Active Engagement in Histology Classes for Science Undergraduates. ACTA ACUST UNITED AC 2015. [DOI: 10.11120/beej.2012.19000003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
| | - Ben Torsney
- School of Mathematics and Statistics University of Glasgow
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Zumberg MS, Broudy VC, Bengtson EM, Gitlin SD. Preclinical Medical Student Hematology/Oncology Education Environment. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2015; 30:711-8. [PMID: 25637457 DOI: 10.1007/s13187-014-0778-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
To better prepare medical students to care for patients in today's changing health-care environment as they transition to continuing their education as residents, many US medical schools have been reviewing and modifying their curricula and are considering integration of newer adult learning techniques, including team-based learning, flipped classrooms, and other active learning approaches (Assoc Am Med Coll. 2014). Directors of hematology/oncology (H/O) courses requested an assessment of today's H/O education environment to help them respond to the ongoing changes in the education content and environment that will be necessary to meet this goal. Several recommendations for the improvement of cancer education resulted from American Association for Cancer Education's (ACCE's) "Cancer Education Survey II" including a call for medical schools to evaluate the effectiveness of current teaching methods in achieving cancer education objectives (Chamberlain et al. J Cancer Educ 7(2):105-114.2014). To understand the current environment and resources used in medical student preclinical H/O courses, an Internet-based, Survey Monkey®-formatted, questionnaire focusing on nine topic areas was distributed to 130 United States Hematology/Oncology Course Directors (HOCDs). HOCDs represent a diverse group of individuals who work in variably supportive environments and who are variably satisfied with their position. Several aspects of these courses remain relatively unchanged from previous assessments, including a predominance of traditional lectures, small group sessions, and examinations that are either written or computer-based. Newer technology, including web-based reproduction of lectures, virtual microscopes, and availability of additional web-based content has been introduced into these courses. A variety of learner evaluation and course assessment approaches are used. The ultimate effectiveness and impact of these changes needs to be determined.
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Affiliation(s)
- Marc S Zumberg
- Division of Hematology/Oncology, Department of Medicine, University of Florida, Box 100278, 1600 SW Archer Road, Gainesville, FL, 32610-0278, USA.
| | - Virginia C Broudy
- Harborview Medical Center, University of Washington, Box 359786, 325 9th Avenue, Seattle, WA, 98104, USA.
| | - Elizabeth M Bengtson
- Dartmouth Hitchcock Medical Center, 1 Medical Center Drive, Lebanon, NH, 03756, USA.
| | - Scott D Gitlin
- Department of Internal Medicine; Division of Hematology/Oncology, University of Michigan, 1500 E. Medical Center Drive, C345 Med Inn Building/SPC 5848, Ann Arbor, MI, 48109-5848, USA.
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Holland J, O'Sullivan R, Arnett R. Is a picture worth a thousand words: an analysis of the difficulty and discrimination parameters of illustrated vs. text-alone vignettes in histology multiple choice questions. BMC MEDICAL EDUCATION 2015; 15:184. [PMID: 26502882 PMCID: PMC4623296 DOI: 10.1186/s12909-015-0452-9] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 09/22/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Advances in cognitive load theory have led to greater understanding of how we process verbal and visual material during learning, but the evidence base with regard to the use of images within written assessments is still sparse. This study examines whether the inclusion of images within the stimulus format of multiple choice questions (MCQs) has a predictable or consistent influence on psychometric item properties, such as difficulty or discrimination. METHODS Item analysis data from three consecutive years of histology multiple choice examinations were included in this study. All items were reviewed and categorised according to whether their stem, or stimulus format, was purely textual or included an associated image. RESULTS A total of 195 MCQs were identified for inclusion and analysed using classical test theory; 95 used text alone and 100 included an image within the question stem. The number of students per examination ranged from 277 to 347, with a total of 60,850 student-question interactions. We initially examined whether the inclusion of an image within the item stem altered the item difficulty using Mann-Whitney U. The median item difficulty for images with purely textual stems was 0.77, while that for items incorporating an appropriate image was 0.80; this difference was not significant (0.77 vs. 0.80; p = 0.862, Mann-Whitney-U = 4818.5). Mean values showed that the Item Discrimination Index appeared unaffected by the inclusion of an image within the stem, and Item point biserial correlation also showed no difference in means between these two groups (Independent samples t-test; 2-tailed). CONCLUSION We demonstrate that the addition of illustrations within undergraduate histology Multiple Choice Question stems has no overall influence on item difficulty, or measures of item discrimination. We conclude that the use of images in this context is statistically uncritical, and suggest that their inclusion within item stems should be based upon the principles of constructive alignment. However, further research with respect to the effect of images within item stems on cognitive processing, particularly with regard to image complexity or type, would enable the development of more informed guidelines for their use.
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Affiliation(s)
- Jane Holland
- Department of Anatomy RCSI, 123 St Stephens Green, Dublin 2, Ireland.
| | - Robin O'Sullivan
- Department of Anatomy, RCSI Bahrain, P.O. Box 15503, Adliya, Kingdom of Bahrain.
| | - Richard Arnett
- Quality Enhancement Office, RCSI, 123 St Stephens Green, Dublin 2, Ireland.
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Chen ZW, Kohan J, Perkins SL, Hussong JW, Salama ME. Web-based oil immersion whole slide imaging increases efficiency and clinical team satisfaction in hematopathology tumor board. J Pathol Inform 2014; 5:41. [PMID: 25379347 PMCID: PMC4221958 DOI: 10.4103/2153-3539.143336] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2014] [Accepted: 09/09/2014] [Indexed: 12/05/2022] Open
Abstract
Background: Whole slide imaging (WSI) is widely used for education and research, but is increasingly being used to streamline clinical workflow. We present our experience with regard to satisfaction and time utilization using oil immersion WSI for presentation of blood/marrow aspirate smears, core biopsies, and tissue sections in hematology/oncology tumor board/treatment planning conferences (TPC). Methods: Lymph nodes and bone marrow core biopsies were scanned at ×20 magnification and blood/marrow smears at 83X under oil immersion and uploaded to an online library with areas of interest to be displayed annotated digitally via web browser. Pathologist time required to prepare slides for scanning was compared to that required to prepare for microscope projection (MP). Time required to present cases during TPC was also compared. A 10-point evaluation survey was used to assess clinician satisfaction with each presentation method. Results: There was no significant difference in hematopathologist preparation time between WSI and MP. However, presentation time was significantly less for WSI compared to MP as selection and annotation of slides was done prior to TPC with WSI, enabling more efficient use of TPC presentation time. Survey results showed a significant increase in satisfaction by clinical attendees with regard to image quality, efficiency of presentation of pertinent findings, aid in clinical decision-making, and overall satisfaction regarding pathology presentation. A majority of respondents also noted decreased motion sickness with WSI. Conclusions: Whole slide imaging, particularly with the ability to use oil scanning, provides higher quality images compared to MP and significantly increases clinician satisfaction. WSI streamlines preparation for TPC by permitting prior slide selection, resulting in greater efficiency during TPC presentation.
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Affiliation(s)
- Zhongchuan Will Chen
- Division of Hematopathology, Department of Pathology, ARUP Laboratories, University of Utah, Salt Lake City, Utah, US
| | - Jessica Kohan
- Division of Hematopathology, Department of Pathology, ARUP Laboratories, University of Utah, Salt Lake City, Utah, US
| | - Sherrie L Perkins
- Division of Hematopathology, Department of Pathology, ARUP Laboratories, University of Utah, Salt Lake City, Utah, US
| | - Jerry W Hussong
- Division of Hematopathology, Department of Pathology, ARUP Laboratories, University of Utah, Salt Lake City, Utah, US
| | - Mohamed E Salama
- Division of Hematopathology, Department of Pathology, ARUP Laboratories, University of Utah, Salt Lake City, Utah, US
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Tian Y, Xiao W, Li C, Liu Y, Qin M, Wu Y, Xiao L, Li H. Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills. BMC MEDICAL EDUCATION 2014; 14:74. [PMID: 24712715 PMCID: PMC4000431 DOI: 10.1186/1472-6920-14-74] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2013] [Accepted: 04/03/2014] [Indexed: 05/05/2023]
Abstract
BACKGROUND Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. METHODS Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students' teaching preferences and satisfaction were assessed using questionnaires. RESULTS Test scores in the VM group showed a significant improvement compared with those in the LM group (p < 0.05). There were no substantial differences between the two groups in the mean score rate of multiple-choice questions and the short essay category (p > 0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p < 0.05). The questionnaire results indicate that the VM system improves students' productivity and promotes learning efficiency. Furthermore, students reported other positive effects of the VM system in terms of additional learning resources, critical thinking, ease of communication and confidence. CONCLUSIONS The VM system is an effective tool at Chinese medical university to promote undergraduates' active learning and problem-solving skills as an assisted teaching platform.
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Affiliation(s)
- Yanping Tian
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Wengang Xiao
- College of Basic Medical Sciences, Third Military Medical University, Chongqing 400038, China
| | - Chengren Li
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Yunlai Liu
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Maolin Qin
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Yi Wu
- College of Basic Medical Sciences, Third Military Medical University, Chongqing 400038, China
| | - Lan Xiao
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
| | - Hongli Li
- Department of Histology and embryology, Third Military Medical University, 30# Gaotanyan St, Chongqing, Shapingba District 400038, China
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Nelson D, Ziv A, Bandali KS. Republished: going glass to digital: virtual microscopy as a simulation-based revolution in pathology and laboratory science. Postgrad Med J 2013; 89:599-603. [PMID: 24052552 DOI: 10.1136/postgradmedj-2012-200665rep] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
The recent technological advance of digital high resolution imaging has allowed the field of pathology and medical laboratory science to undergo a dramatic transformation with the incorporation of virtual microscopy as a simulation-based educational and diagnostic tool. This transformation has correlated with an overall increase in the use of simulation in medicine in an effort to address dwindling clinical resource availability and patient safety issues currently facing the modern healthcare system. Virtual microscopy represents one such simulation-based technology that has the potential to enhance student learning and readiness to practice while revolutionising the ability to clinically diagnose pathology collaboratively across the world. While understanding that a substantial amount of literature already exists on virtual microscopy, much more research is still required to elucidate the full capabilities of this technology. This review explores the use of virtual microscopy in medical education and disease diagnosis with a unique focus on key requirements needed to take this technology to the next level in its use in medical education and clinical practice.
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Affiliation(s)
- Danielle Nelson
- The Michener Institute for Applied Health Sciences, Toronto, Ontario, Canada
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Mione S, Valcke M, Cornelissen M. Evaluation of virtual microscopy in medical histology teaching. ANATOMICAL SCIENCES EDUCATION 2013; 6:307-315. [PMID: 23463716 DOI: 10.1002/ase.1353] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2012] [Revised: 12/20/2012] [Accepted: 12/31/2012] [Indexed: 06/01/2023]
Abstract
Histology stands as a major discipline in the life science curricula, and the practice of teaching it is based on theoretical didactic strategies along with practical training. Traditionally, students achieve practical competence in this subject by learning optical microscopy. Today, students can use newer information and communication technologies in the study of digital microscopic images. A virtual microscopy program was recently introduced at Ghent University. Since little empirical evidence is available concerning the impact of virtual microscopy (VM) versus optical microscopy (OM) on the acquisition of histology knowledge, this study was set up in the Faculty of Medicine and Health Sciences. A pretest-post test and cross-over design was adopted. In the first phase, the experiment yielded two groups in a total population of 199 students, Group 1 performing the practical sessions with OM versus Group 2 performing the same sessions with VM. In the second phase, the research subjects switched conditions. The prior knowledge level of all research subjects was assessed with a pretest. Knowledge acquisition was measured with a post test after each phase (T1 and T2). Analysis of covariance was carried out to study the differential gain in knowledge at T1 and T2, considering the possible differences in prior knowledge at the start of the study. The results pointed to non-significant differences at T1 and at T2. This supports the assumption that the acquisition of the histology knowledge is independent of the microscopy representation mode (VM versus OM) of the learning material. The conclusion that VM is equivalent to OM offers new directions in view of ongoing innovations in medical education technology.
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Affiliation(s)
- Sylvia Mione
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
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Sander B, Golas MM. HistoViewer: an interactive e-learning platform facilitating group and peer group learning. ANATOMICAL SCIENCES EDUCATION 2013; 6:182-190. [PMID: 23184574 DOI: 10.1002/ase.1336] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2012] [Revised: 09/17/2012] [Accepted: 10/22/2012] [Indexed: 05/28/2023]
Abstract
Understanding tissue architecture and the morphological characteristics of cells is a central prerequisite to comprehending the basis of physiological tissue function in healthy individuals and relating this to disease states. Traditionally, medical curricula include courses where students examine glass slides of cytological or tissue samples under a light microscope. However, it is challenging to implement group and peer group learning in these courses and to give students sufficient time to study specimens. An increasing number of medical schools have thus started to implement digital slide viewers, so-called virtual microscopes, in histology and histopathology. These websites are mostly based on standard commercial software and offer limited adaptation to the special needs of first-year students. An e-learning platform has therefore been developed for use in cytology and histology courses. This virtual microscopy tool is coupled to a central database in which students can label and store the positions of individual structures for later repetition. As learning in pairs and peer groups has been shown to provide a high learning outcome, identified structures can be shared and discussed with students' peers or faculty via a built-in communication module. This website has the possibility of opening an arbitrary number of frames which all can actively be moved and changed in magnification to enable the comparison of specimens and thus encourage a more global understanding of related tissues. HistoViewer is thus suggested as an e-learning tool combining several modern teaching concepts.
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Affiliation(s)
- Bjoern Sander
- Stereology and Electron Microscopy Research Laboratory, Department of Clinical Medicine, Faculty of Health Sciences, Aarhus University, Aarhus, Denmark.
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Voigt T, Zuber B, Gawatz G, Herrmann G. Implementation of a virtual correlative light and transmission electron microscope. Microsc Res Tech 2013; 76:679-86. [PMID: 23564491 DOI: 10.1002/jemt.22218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2013] [Revised: 03/08/2013] [Accepted: 03/09/2013] [Indexed: 11/09/2022]
Abstract
In the long run, the widespread use of slide scanners by pathologists requires an adaptation of teaching methods in histology and cytology in order to target these new possibilities of image processing and presentation via the internet. Accordingly, we were looking for a tool with the possibility to teach microscopic anatomy, histology, and cytology of tissue samples which would be able to combine image data from light and electron microscopes independently of microscope suppliers. With the example of a section through the villus of jejunum, we describe here how to process image data from light and electron microscopes in order to get one image-stack which allows a correlation of structures from the microscopic anatomic to the cytological level. With commercially available image-presentation software that we adapted to our needs, we present here a platform which allows for the presentation of this new but also of older material independently of microscope suppliers.
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Affiliation(s)
- Tilman Voigt
- Institute of Anatomy, University of Bern, Baltzerstrasse 2, 3000 Bern, Switzerland.
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O'Loughlin VD, Collier LM, Dunham S, Braun MW. Virtual microscopy is a superior and reputable pedagogical tool for histology learning: response to Xu. ANATOMICAL SCIENCES EDUCATION 2013; 6:139-140. [PMID: 23364894 DOI: 10.1002/ase.1341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2012] [Accepted: 11/27/2012] [Indexed: 06/01/2023]
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Khushi M, Edwards G, de Marcos DA, Carpenter JE, Graham JD, Clarke CL. Open source tools for management and archiving of digital microscopy data to allow integration with patient pathology and treatment information. Diagn Pathol 2013; 8:22. [PMID: 23402499 PMCID: PMC3575263 DOI: 10.1186/1746-1596-8-22] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2012] [Accepted: 02/05/2013] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Virtual microscopy includes digitisation of histology slides and the use of computer technologies for complex investigation of diseases such as cancer. However, automated image analysis, or website publishing of such digital images, is hampered by their large file sizes. RESULTS We have developed two Java based open source tools: Snapshot Creator and NDPI-Splitter. Snapshot Creator converts a portion of a large digital slide into a desired quality JPEG image. The image is linked to the patient's clinical and treatment information in a customised open source cancer data management software (Caisis) in use at the Australian Breast Cancer Tissue Bank (ABCTB) and then published on the ABCTB website (http://www.abctb.org.au) using Deep Zoom open source technology. Using the ABCTB online search engine, digital images can be searched by defining various criteria such as cancer type, or biomarkers expressed. NDPI-Splitter splits a large image file into smaller sections of TIFF images so that they can be easily analysed by image analysis software such as Metamorph or Matlab. NDPI-Splitter also has the capacity to filter out empty images. CONCLUSIONS Snapshot Creator and NDPI-Splitter are novel open source Java tools. They convert digital slides into files of smaller size for further processing. In conjunction with other open source tools such as Deep Zoom and Caisis, this suite of tools is used for the management and archiving of digital microscopy images, enabling digitised images to be explored and zoomed online. Our online image repository also has the capacity to be used as a teaching resource. These tools also enable large files to be sectioned for image analysis. VIRTUAL SLIDES The virtual slide(s) for this article can be found here: http://www.diagnosticpathology.diagnomx.eu/vs/5330903258483934.
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Affiliation(s)
- Matloob Khushi
- Australian Breast Cancer Tissue Bank, University of Sydney at the Westmead Millennium Institute, Darcy Road, Westmead, NSW 2145, Australia.
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Avila RE, Samar ME, Sugand K, Metcalfe D, Evans J, Abrahams PH. The First South American Free Online Virtual Morphology Laboratory: Creating History. ACTA ACUST UNITED AC 2013. [DOI: 10.4236/ce.2013.410a002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Ghaznavi F, Evans A, Madabhushi A, Feldman M. Digital imaging in pathology: whole-slide imaging and beyond. ANNUAL REVIEW OF PATHOLOGY-MECHANISMS OF DISEASE 2012; 8:331-59. [PMID: 23157334 DOI: 10.1146/annurev-pathol-011811-120902] [Citation(s) in RCA: 222] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Digital imaging in pathology has undergone an exponential period of growth and expansion catalyzed by changes in imaging hardware and gains in computational processing. Today, digitization of entire glass slides at near the optical resolution limits of light can occur in 60 s. Whole slides can be imaged in fluorescence or by use of multispectral imaging systems. Computational algorithms have been developed for cytometric analysis of cells and proteins in subcellular locations by use of multiplexed antibody staining protocols. Digital imaging is unlocking the potential to integrate primary image features into high-dimensional genomic assays by moving microscopic analysis into the digital age. This review highlights the emerging field of digital pathology and explores the methods and analytic approaches being developed for the application and use of these methods in clinical care and research settings.
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Affiliation(s)
- Farzad Ghaznavi
- Department of Pathology and Laboratory Medicine, University of Toronto, Toronto, Ontario, Canada.
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