Active learning: A small group histology laboratory exercise in a whole class setting utilizing virtual slides and peer education

Bloodgood, Robert A.

doi:10.1002/ase.1294

Cited by 60 publications

(57 citation statements)

References 19 publications

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“…Histology laboratory instruction is moving away from the sole use of the traditional combination of LM and glass slides in favor of virtual microscopy and virtual slides [13]. Virtual microscopy represents one such simulation-based technology that has the potential to enhance student learning and readiness to practice while revolutionizing clinical problem-solving skills [10].…”

Section: Discussionmentioning

confidence: 99%

Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills

Tian

Xiao

et al. 2014

BMC Med Educ

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BackgroundChinese 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.MethodsTwo 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.ResultsTest 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.ConclusionsThe 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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Section: Discussionmentioning

confidence: 99%

Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills

Tian

Xiao

et al. 2014

BMC Med Educ

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“…Additionally, several studies have shown that virtual microscopy provides a more efficient method of learning over traditional methods when considering logs of student study hours and overall performance (Krippendorf and Lough, 2005;Braun and Kearns, 2008). For example, Bloodgood (2012) has described an effective group active learning and peer teaching exercise utilizing the collaborative aspects of virtual microscopy. Many students preferred using the virtual microscope, for reasons including ease, accessibility, and the ability to collaborate more easily.…”

Section: Virtual Microscopymentioning

confidence: 99%

The development and assessment of an online microscopic anatomy laboratory course

Barbeau

Johnson

Gibson

et al. 2013

Anatomical Sciences Ed

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Increasing enrollment in post-secondary institutions across North America, along with an increase in popularity of and demand for distance education is pressuring institutions to offer a greater number and variety of courses online. A fully online laboratory course in microscopic anatomy (histology) which can be taught simultaneously with a face-to-face (F2F) version of the same course has been developed. This full year course was offered in the Fall/Winter (FW) terms in both F2F and online formats. To ensure that the online course was of the same quality as the F2F format, a number of performance indicators were evaluated. The same course, offered exclusively online during the summer with a compressed time frame, was also evaluated. Senior undergraduate students self-selected which version of the course they would enroll in. Course assessment outcomes were compared while incoming grades were used as a predictor for course performance. There were no significant differences between the incoming grades for the F2F FW and Online FW courses; similarly, there were no significant differences between outcomes for these formats. There were significant differences between the incoming grades of the F2F FW and Summer Online students. However, there were no significant differences among any of the outcomes for any of the formats offered. Incoming grades were strong, significant predictors of course performance for both formats. These results indicate that an online laboratory course in microscopic anatomy is an effective format for delivering histology course content, therefore giving students greater options for course selections.

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“…Os 130 itens encontrados tiveram seus títulos e abstracts revisados manualmente em busca da palavra 1 A revisão foi realizada apenas nos periódicos disponíveis on-line. [26][27][28][29]; abordavam estratégias didáticas que se baseiam na filosofia do "peer teaching" [30][31][32][33][34][35][36]; relata uso de sistemas de votação ou sistemas para apresentação de questões conceituais [37][38][39]. Além disso, outros dois artigos não foram encontrados através de meios eletrônicos para a leitura.…”

Section: Metodologiaunclassified

Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

Müller

Araújo

Veit

et al. 2017

Rev. Bras. Ensino Fís.

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Este trabalho apresenta resultados de uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (PI). Respondemos às seguintes questões de pesquisa: Em quais contextos de ensino (nível de ensino, país, área de ensino e disciplinas) pesquisadores têm investigado o PI? Que impactos o PI tem produzido na aprendizagem dos estudantes? Quais são os resultados instrucionais da implementação do PI em termos das atitudes dos professores em relação à metodologia e das modificações feitas na estrutura original da metodologia? Quais são os principais aspectos teóricos e metodológicos que pesquisadores utilizam para investigar implementações do PI? Os resultados da literatura apontam que grande parte das publicações foram conduzidas em universidades norte americanas, em disciplinas da área STEM, com destaque à disciplina de Física. A adoção do PI apresenta impactos positivos na aprendizagem conceitual dos estudantes, na habilidade de resolução de problemas e no desempenho acadêmico. Desenvolve sentimentos positivos relacionados à aprendizagem dos conteúdos e à metodologia. Professores realizam modificações ao implementar o PI integrando-o com outras metodologias, demonstrando sua flexibilidade. A maioria dos estudos é apoiada por análises empíricas e estatísticas, mas não por estruturas conceituais ou referenciais teóricos. Esta lacuna apresenta oportunidades para contribuições futuras.

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Active learning: A small group histology laboratory exercise in a whole class setting utilizing virtual slides and peer education

Cited by 60 publications

References 19 publications

Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills

Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills

The development and assessment of an online microscopic anatomy laboratory course

Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

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