Integration of Histology Lectures and Practical Teaching in China

Abstract

Objectives: Human histology is a discipline concerning the study of microscopic structures of human tissues and organs -with the aid of light or electron microscopes. Traditional teaching of histology is composed of two separated components, theory and practice. The main disadvantage with traditional histology teaching is the detachment of theory and practice, so that students could not completely and systematically comprehend histology. Methods: To supplement the deficiencies of traditional histology teaching, we implemented the integrated curriculum of the theory and practice on histology at Jinan University School of Medicine. The aim of the integrated curriculum is to enhance students' learning efficiency. During the course, teaching patterns as "lecture-practice-lecture-practice" and "practice-lecture-practice" were alternatively employed according to the content. We attempted to guide students to verify the theory using practice, and to conduct practice simultaneously using theoretical knowledge. Results: We assessed the tests scores of students participating and non-participating in the new integrated curriculum at the end of semester. We found that the average test score, pass rate and excellent rate were significantly higher in participating than non-participating students. The follow-up questionnaire survey revealed that the better exam results was derived from maximizing the use of time in class, encouragement of students' learning initiatives, mastering of key points and arrangement of theory and practical teaching more appropriately in the integrated course. Conclusions: Our results demonstrated that integrated teaching indeed improved the students' histology learning outcomes.

Teaching style, learning behaviour and learning achievement on economic education student of Universitas Negeri Padang

“…This result shows that the determinant coefficient is adjusted R square = 0,507 which means the influence of teaching style and learning behavior toward student achievement is 50,7%, the rest 49,3% influenced by other factors like physical condition, talent, interest, intelligence, motivation and others. The results showed that: There is a positive and significant effect between teaching style lecturers and learning behaviour towards on the student achievement The results of this study also supported by research conducted by Lu, et al (2016) states that the students' perceptions of how to teach teachers during learning will increase the interaction between teachers and students so as to improve student semester test results. Also research conducted by Erdogan, Bayram, and Deniz (2008) states that students' attitudes in addressing their environment will increase their exposure to learning outcomes that spur students to act actively in learning.…”

The Attitudes of Medical Students Towards Clinical Relevance of Histology

“…Once normal structure is known then a student can appreciate pathological change in structure 12 . Students should have a clear concept about the structure of normal humancells & tissue for future clinical application 10 .…”

“…Although curriculum planning and teaching strategies are decided by the faculty but the opinion of the students need to be taken into account during curriculum making to get out the best outcome 9 . There is some detachment seen between the theory and practice, due to which the students face problems in comprehending histology systemically 10 .…”

Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years

“…Some HE teachers in Malaysia have compiled new manuals to incorporate histological images with clinical correlates (Ansari et al, 2018), and other teachers in the United States have integrated histological theoretical lectures with practice sessions by including clinical cases by digital images and videos in the same classroom setting (Diaz‐Perez et al, 2014). Chinese teachers have reported the simultaneous integration of histological didactic lectures with practice sessions, which has produced better learning outcomes by removing the temporal‐spatial barriers that existed in traditional teaching (Lu et al, 2016). These changes keep up with the general trends that are being followed as medical schools make significant curricular changes, moving from educational programs consisting of discipline‐based courses to integrated curricula, which has been outlined and suggested by experienced anatomical educators (Drake, 1998; Drake, 2014).…”