Digital information and communication technologies on histology learning: What to expect?—An integrative review

Joaquim, Davide Carlos; Hortsch, Michael; Silva, Andréa Soares Rocha da; David, Priscila Barros; Leite, Ana Caroline Rocha de Melo; Girão-Carmona, Virgínia Cláudia Carneiro

doi:10.1111/ahe.12776

Cited by 7 publications

(3 citation statements)

References 40 publications

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“…The use of technology also increases the delivery of basic medical sciences courses such as histology, physiology, and anatomy [19,20]. Studies show that applications integrating technology increase academic achievement, histological identification skills, interactive learning, and student satisfaction in histology education [21,22]. In this study, most of the students (81%) stated that the histology course integrated with technological tools would positively affect the quality of education they received.…”

Section: Discussionmentioning

confidence: 67%

Health sciences students’ viewpoint on innovative approaches in histology course

Taş¹

2022

J Surg Med

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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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Section: Discussionmentioning

confidence: 67%

Health sciences students’ viewpoint on innovative approaches in histology course

Taş¹

2022

J Surg Med

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“…Numerous literature reviews and meta-analyses reported the advantages of virtual microscopy before the global wave of digitization from the COVID-19 pandemic in 2019 [12][13][14][15]. Researchers have endlessly highlighted advantages of digital pathology using VM in medical practice [16][17][18][19].…”

Section: Virtual Microscopy and Covid-19mentioning

confidence: 99%

Virtual Versus Light Microscopy Usage among Students: A Systematic Review and Meta-Analytic Evidence in Medical Education

et al. 2023

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Background: The usage of whole-slide images has recently been gaining a foothold in medical education, training, and diagnosis. Objectives: The first objective of the current study was to compare academic performance on virtual microscopy (VM) and light microscopy (LM) for learning pathology, anatomy, and histology in medical and dental students during the COVID-19 period. The second objective was to gather insight into various applications and usage of such technology for medical education. Materials and methods: Using the keywords “virtual microscopy” or “light microscopy” or “digital microscopy” and “medical” and “dental” students, databases (PubMed, Embase, Scopus, Cochrane, CINAHL, and Google Scholar) were searched. Hand searching and snowballing were also employed for article searching. After extracting the relevant data based on inclusion and execution criteria, the qualitative data were used for the systematic review and quantitative data were used for meta-analysis. The Newcastle Ottawa Scale (NOS) scale was used to assess the quality of the included studies. Additionally, we registered our systematic review protocol in the prospective register of systematic reviews (PROSPERO) with registration number CRD42020205583. Results: A total of 39 studies met the criteria to be included in the systematic review. Overall, results indicated a preference for this technology and better academic scores. Qualitative analyses reported improved academic scores, ease of use, and enhanced collaboration amongst students as the top advantages, whereas technical issues were a disadvantage. The performance comparison of virtual versus light microscopy meta-analysis included 19 studies. Most (10/39) studies were from medical universities in the USA. VM was mainly used for teaching pathology courses (25/39) at medical schools (30/39). Dental schools (10/39) have also reported using VM for teaching microscopy. The COVID-19 pandemic was responsible for the transition to VM use in 17/39 studies. The pooled effect size of 19 studies significantly demonstrated higher exam performance (SMD: 1.36 [95% CI: 0.75, 1.96], p < 0.001) among the students who used VM for their learning. Students in the VM group demonstrated significantly higher exam performance than LM in pathology (SMD: 0.85 [95% CI: 0.26, 1.44], p < 0.01) and histopathology (SMD: 1.25 [95% CI: 0.71, 1.78], p < 0.001). For histology (SMD: 1.67 [95% CI: −0.05, 3.40], p = 0.06), the result was insignificant. The overall analysis of 15 studies assessing exam performance showed significantly higher performance for both medical (SMD: 1.42 [95% CI: 0.59, 2.25], p < 0.001) and dental students (SMD: 0.58 [95% CI: 0.58, 0.79], p < 0.001). Conclusions: The results of qualitative and quantitative analyses show that VM technology and digitization of glass slides enhance the teaching and learning of microscopic aspects of disease. Additionally, the COVID-19 global health crisis has produced many challenges to overcome from a macroscopic to microscopic scale, for which modern virtual technology is the solution. Therefore, medical educators worldwide should incorporate newer teaching technologies in the curriculum for the success of the coming generation of health-care professionals.

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“…Today, technology-supported applications that will facilitate histology education and also provide student-centered learning are applied as a complement to traditional education (Sharmin et al, 2021). Virtual laboratories (Lee et al, 2018), e-learning (Joaquim et al, 2022), digital images (Francis et al, 2022), and various animations and videos are among the alternative education strategies that have emerged in recent years with the developing technology (Campos-Sánchez, 2014). There is a need to develop applications that integrate such innovative approaches in education with traditional methods.…”

Section: Introductionmentioning

confidence: 99%

Student opinions about the training set consists of smart interactive mockups and application program used in anatomy and histology education

Bolatlı

Taş

2023

EJOSAT

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Technology integration into education fits today's student profile and brings a new breath to education. The number of studies using technology in medicine and health education has increased. The study aims to get the opinions of students who use the education set we have patented, designed to be used in primary medical sciences education. The research data were collected using the semi-structured interview forms of the "Structured Student Introduction Form" and "The Opinions of the Health Sciences Nursing Department Students on the Training Set Consists of Smart Interactive Mockup and Application Program." This qualitative study used descriptive analysis to evaluate the data obtained. Student opinions determined that there were positive effects on student motivation, interest in the lesson, and understanding of the lesson by integrating technology into health and medical education. It was determined that the education set had the same effects but had aspects that needed improvement. Considering student experiences and constantly renewed technological applications, we think that improving the features of the education set we have patented will bring a new perspective to health and medical education.

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Digital information and communication technologies on histology learning: What to expect?—An integrative review

Cited by 7 publications

References 40 publications

Health sciences students’ viewpoint on innovative approaches in histology course

Health sciences students’ viewpoint on innovative approaches in histology course

Virtual Versus Light Microscopy Usage among Students: A Systematic Review and Meta-Analytic Evidence in Medical Education

Student opinions about the training set consists of smart interactive mockups and application program used in anatomy and histology education

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