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Fries A, Pirotte M, Vanhee L, Bonnet P, Quatresooz P, Debruyne C, Marée R, Defaweux V. Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy. ANATOMICAL SCIENCES EDUCATION 2024; 17:984-997. [PMID: 37803970 DOI: 10.1002/ase.2346] [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: 06/08/2023] [Revised: 09/13/2023] [Accepted: 09/20/2023] [Indexed: 10/08/2023]
Abstract
As a part of modern technological environments, virtual microscopy enriches histological learning, with support from large institutional investments. However, existing literature does not supply empirical evidence of its role in improving pedagogy. Virtual microscopy provides fresh opportunities for investigating user behavior during the histology learning process, through digitized histological slides. This study establishes how students' perceptions and user behavior data can be processed and analyzed using machine learning algorithms. These also provide predictive data called learning analytics that enable predicting students' performance and behavior favorable for academic success. This information can be interpreted and used for validating instructional designs. Data on the perceptions, performances, and user behavior of 552 students enrolled in a histology course were collected from the virtual microscope, Cytomine®. These data were analyzed using an ensemble of machine learning algorithms, the extra-tree regression method, and predictive statistics. The predictive algorithms identified the most pertinent histological slides and descriptive tags, alongside 10 types of student behavior conducive to academic success. We used these data to validate our instructional design, and align the educational purpose, learning outcomes, and evaluation methods of digitized histological slides on Cytomine®. This model also predicts students' examination scores, with an error margin of <0.5 out of 20 points. The results empirically demonstrate the value of a digital learning environment for both students and teachers of histology.
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Affiliation(s)
- Allyson Fries
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liege, Liège, Belgium
| | - Marie Pirotte
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liege, Liège, Belgium
| | - Laurent Vanhee
- Montefiore Institute of Electrical Engineering and Computer Science, University of Liège, Liège, Belgium
| | - Pierre Bonnet
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liege, Liège, Belgium
| | - Pascale Quatresooz
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liege, Liège, Belgium
| | - Christophe Debruyne
- Montefiore Institute of Electrical Engineering and Computer Science, University of Liège, Liège, Belgium
| | - Raphaël Marée
- Montefiore Institute of Electrical Engineering and Computer Science, University of Liège, Liège, Belgium
| | - Valérie Defaweux
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liege, Liège, Belgium
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Abuljadayel J, Abed H. Variables influencing students' course quality evaluation: A cross-sectional study for a bachelor's degree dental program. J Dent Educ 2024. [PMID: 38624047 DOI: 10.1002/jdd.13548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 02/07/2024] [Accepted: 03/08/2024] [Indexed: 04/17/2024]
Abstract
PURPOSE This cross-sectional study aimed to evaluate and predict variables that influence the Students' Course Evaluation Surveys (SCES) in a bachelor's degree of dental medicine and surgery program. MATERIALS AND METHODS Data from the Faculty of Dental Medicine for the academic year 2021-2022 were analyzed including 39 course reports, students' course evaluation surveys, students' academic performance data, and the program specification. The survey contains 24 statements that evaluate five main domains of the courses, which are course syllabus, staff performance through the course, course learning resources, course execution, and course quality. RESULTS Chi-squared Test revealed no significant association between the total average students' evaluation score of the course against factors such as student's level, term, main mode of instruction, course category, department, and course director's gender, academic experiences, and nationality. On the other hand, pairwise comparisons revealed that grades from A+ to C were predictors of the total average SCES scores (p ≤ 0.004). Using the Paired Samples T-Test, the student's evaluation scores for their course were found to be significantly higher for females than males (mean ± SD = 50.56 ± 24.3 vs. 41.00 ± 26.3, p = 0.042). Using Pearson correlations, results showed a significant association of total average students' course evaluation scores against factors such as average course syllabus, staff performance, course learning resources, course execution, and course quality (p < 0.001). CONCLUSIONS Average course syllabus, staff performance, course learning resources, course execution, and course quality are major predictor variables that influence SCES scores in the examined program. Enhancing these domains will be of great importance to improve the quality of the courses at the dental bachelor level.
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Affiliation(s)
- Jameel Abuljadayel
- Department of Preventive Dentistry, Faculty of Dental Medicine, Umm Al Qura University, Makkah, Saudi Arabia
| | - Hassan Abed
- Department of Basic and Clinical Oral Sciences, Faculty of Dental Medicine, Umm Al Qura University, Makkah, Saudi Arabia
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Amir LR, Leonardy IC, Dewatmoko SN, Yanuar R, Suniarti DF, Idrus E, Sipiyaruk K, Puspitawati R. Serious game as oral histology learning strategy for undergraduate dental students; crossover randomized controlled trial. BMC Oral Health 2023; 23:585. [PMID: 37612722 PMCID: PMC10463426 DOI: 10.1186/s12903-023-03286-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 08/04/2023] [Indexed: 08/25/2023] Open
Abstract
BACKGROUND Oral histology is perceived by dental students as a challenging subject and often struggle to recognize the long-term relevance of understanding the cells and tissues at the microscopic level. Serious games have been reported to have a positive effect on student cognitive skills and learning motivation. However, there is still a limited amount of research supporting the effectiveness of serious games as a learning method in dentistry. The present study aimed to evaluate the impact of serious game of HistoRM as a complementary learning strategy for oral histology. METHODS The study design was a crossover randomized controlled trial. A total of 74 first year dental students of Universitas Indonesia participated in the study and divided into 2 groups. Study intervention included HistoRM game for 3 days followed by a combination of HistoRM and script-based handouts for another 4 days. The groups represented different intervention sequences. Evaluation was performed using pre-test, post-test on day 3 and 7 and a questionnaire. RESULTS The data showed significant improvement of student cognitive skills (p < 0.001) and it was influenced by the number of game missions completed. Students who completed the whole 15 missions have a higher day-7 post-tests scores (p = 0.03). Perception of dental students on HistoRM was positive in all domains tested, the learning content, games and learning experience domains. Immediate feedback given after each gameplay helped the students understand the subject matters. CONCLUSION Serious game of HistoRM effectively improved students' understanding of oral histology learning outcome and provided more interesting learning experiences. This innovative learning can be recommended as a complementary learning strategy of oral histology for dental students.
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Affiliation(s)
- Lisa R Amir
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia.
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia.
| | - Irene C Leonardy
- Dentistry Study Program, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
| | - Salsabila N Dewatmoko
- Dentistry Study Program, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
| | - Rezon Yanuar
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
- Department of Pharmacology, School of Dentistry, Health Sciences University of Hokkaido, Ishikari- Tobetsu, Hokkaido, Japan
| | - Dewi F Suniarti
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
| | - Erik Idrus
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
| | - Kawin Sipiyaruk
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Ria Puspitawati
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
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Deng S, Li Z, Ma X, Wei Y, Lyu P, Fan Y. Evaluation of Atlas-Based Mobile Application in Undergraduate Teaching in Oral Histopathology. Healthcare (Basel) 2023; 11:2087. [PMID: 37510528 PMCID: PMC10379324 DOI: 10.3390/healthcare11142087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 07/17/2023] [Accepted: 07/18/2023] [Indexed: 07/30/2023] Open
Abstract
The utilization of mobile devices in education is a growing trend in various subjects. We developed the Dental and Maxillofacial Development Teaching Atlas App, and applied it to the learning process of oral histopathology. The aim of the current study was to investigate the educational effects of atlas-based mobile-assisted teaching in the field of dental medicine, and to suggest relevant improvements. The Dental and Maxillofacial Development Teaching Atlas App encompasses a wide range of atlases. It harbors various features, such as terminology definitions, student communications, and teacher-student interactions. By conducting questionnaires (70 students) and a quiz (68 students), we obtained students' feedback, to evaluate the effects and application prospects of the WeChat applet. The questionnaire results indicate that students experienced a high level of satisfaction and support. Additionally, students participated in the quiz, with the experimental group exhibiting significantly higher average scores than the control group. The fill-in-the-blank questions, image recognition questions, and the total score all demonstrated statistically significant differences, while the terminology definition questions did not. The Dental and Maxillofacial Development Teaching Atlas App facilitates students' utilization of fragmented time for learning, and demonstrates positive effects in enhancing students' learning interests and proactiveness. It also holds promising potential for applications in other disciplines in the field of dental education.
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Affiliation(s)
- Shuangshan Deng
- Department of Stomatology, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Zucen Li
- Department of Stomatology, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Xinyu Ma
- Department of Stomatology, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Yali Wei
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Cariology and Endodontics, West China Hospital of Stomatology, Sichuan University, Chengdu 610041, China
| | - Ping Lyu
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Cariology and Endodontics, West China Hospital of Stomatology, Sichuan University, Chengdu 610041, China
| | - Yi Fan
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Cariology and Endodontics, West China Hospital of Stomatology, Sichuan University, Chengdu 610041, China
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Wu YH, Chiang CP. Online or physical class for histology course: Which one is better? J Dent Sci 2023. [PMCID: PMC10015492 DOI: 10.1016/j.jds.2023.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023] Open
Abstract
Background/purpose The coronavirus disease 2019 gradually slows down. As schools now progressively went back to the physical class, it was essential to think about whether we should go back to the physical course, shift to the online course, or try to combine both. Materials and methods One hundred and six students (including 67 medical students, 19 dental students, and 20 students from another department) who took the histology course with both physical and online lectures and the virtual microscopy for the histology laboratory course were enrolled in this study. Students’ acceptance and learning effectiveness were evaluated by a questionnaire-based survey, and their examination scores were compared before and after the online class. Results Most students accepted the combined physical and online lectures (81.13%), considered increased interactivities in the physical class (79.25%), and felt comfortable when taking the online class (81.14%). Moreover, most students considered that the online learning was friendly to use (83.02%) and could improve the learning effectiveness (80.19%). The mean examination scores were significantly higher after the online class than before the online class, regardless of different genders and groups of students. Most participants (29.2%) preferred the 60% online learning proportion, followed in a descending order by the 40% online learning (25.5%) and the 80% online learning (14.2%). Conclusion Our students can generally accept the combined physical and online lectures for learning the histology course. The academic performances significantly improve after the online class. The hybrid course may become the future trend of learning the histology course.
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Affiliation(s)
- Yu-Hsueh Wu
- Department of Stomatology, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan,Institute of Oral Medicine, School of Dentistry, National Cheng Kung University, Tainan, Taiwan
| | - Chun-Pin Chiang
- Department of Dentistry, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan,Graduate Institute of Clinical Dentistry, School of Dentistry, National Taiwan University, Taipei, Taiwan,Graduate Institute of Oral Biology, School of Dentistry, National Taiwan University, Taipei, Taiwan,Department of Dentistry, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan,Corresponding author. Department of Dentistry, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, No. 707, Section 3, Chung-Yang Road, Hualien 970, Taiwan
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Then SM, Kokolski M, Mbaki Y, Merrick D, Anderson S. An international collaborative approach to learning histology using a virtual microscope. Anat Histol Embryol 2023; 52:21-30. [PMID: 36373558 PMCID: PMC10099614 DOI: 10.1111/ahe.12888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 10/24/2022] [Accepted: 10/31/2022] [Indexed: 11/16/2022]
Abstract
Histology is often taught in higher education settings using online virtual microscopes (VM). This study aimed to develop and evaluate the use of VM in teaching on a BSc degree at the University of Nottingham by surveying students and staff. A key development was the use of an e-workbook so that students were actively engaged in creating their own bespoke revision material. Subsequently, this approach was used in a second study evaluating the use of VM in teaching the histology and pathology of the gastrointestinal (GI) tract via group work with students from two BSc courses at the University of Nottingham; one based at Derby (RDHC) and the other in Malaysia (UNMC). Students worked together in groups to complete an e-workbook, develop a presentation, and decide how to collaborate and communicate. An evaluation of these activities revealed advantages in developing transferrable skills, and good engagement with both the histology topic and group work. Analysis of assessment of the module at UNMC showed that student performance improved in the histology-based module after the intervention (p < 0.01) and that this improvement was not evident in other modules taken by the cohort. Furthermore, when interrogating the questions from the examination paper that asked students to identify features from histological images, fewer questions were seen as 'difficult' (p < 0.001) and more were seen as 'average' (p < 0.01). This study demonstrates that the use of VM in histology combined with active learning in creating a revision resource enhances engagement and depth of learning. When further combined with collaborative active group work, students developed a range of histology knowledge and transferrable skills, with notable improvement in examination performance relative to other contemporaneous modules.
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Affiliation(s)
- Sue-Mian Then
- Division of Biomedical Sciences, University of Nottingham, Malaysia
| | | | - Yvonne Mbaki
- School of Life Sciences, University of Nottingham, UK
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Anand R, Sarode G, Sarode S. Integrating virtual and light microscopy for oral histology and oral pathology lessons: Indian scenario. J Dent Sci 2023; 18:448. [PMID: 36643253 PMCID: PMC9831813 DOI: 10.1016/j.jds.2022.10.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 10/11/2022] [Indexed: 11/06/2022] Open
Affiliation(s)
- Rahul Anand
- Corresponding author. Department of Oral Pathology and Microbiology, Dr DY Patil Dental College and Hospital, Dr DY Patil Vidyapeeth, Pune 411018, India.
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