Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

Husmann, Polly R.; O’Loughlin, Valerie Dean; Braun, Mark

doi:10.1002/ase.105

Cited by 69 publications

(88 citation statements)

References 18 publications

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“…Although free Internet atlases of static histological images are important in terms of becoming familiar with the concept of microscopic anatomy, to teach histology/histopathology, interactive cloud-based "Webmicroscope" servers started to be used only 5-10 years ago (Brisbourne et al 202;Lundin et al 2004;Scoville et al 2007;Pinder et al 2008;Husmann et al 2009;Dee 2009;Gona et al 2012;Sung et al 2015). Following this international trend in histology education, we changed our classical, static-glass-slide-based and teacher-focused style of sharing information in 2016 to a new IT-and cloud-based system using WEBMICROSCOPE ® software combined with studentfocused teaching methods.…”

Section: Discussionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

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Innovative changes have become a critical part of teaching when resources are limited. In this study, we examined whether the studentoriented teaching method, when powered by virtual microscopy, improves histology learning compared to traditional microscope-based studies. Anonymous and voluntary post-course surveys were administered to students and essays were processed for content analysis. Google Analytics was used to obtain accurate Internet usage monitoring for WEBMICROSCOPE®. Using SPSS statistics, the examination scores for 2016 were compared to those of previous year, when the course was taught with a traditional-microscope-based model. The results demonstrated that the new teaching scenario was an effective tool, based on the mean examination scores in 2016 compared to the identical groups in 2015. The survey analysis showed that the students benefited more from using WEBMICROSCOPE® and that they frequently gained access to the Web server when they were not in class. The new scenario helped clarify the concept of histology for most of the students and was generally appreciated during teamwork-based histology classes. Students perceived that the use of the digital technology significantly influenced their confidence in learning the fundamentals of histology. In addition, changing to the new teaching scenario powered by WEBMICROSCOPE® improved the students' motivation to participate in discussions and better understand the concept of Histology between the 2015 and 2016 academic years. Finally, these changes all had a positive impact on the students' attention and satisfaction.

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Section: Discussionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

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“…Multimedia has gained substantial user approval in providing opportunities to study microscopic anatomy consisting of histology and pathology (in relation to genetics) through virtual microscopy (Durosaro et al, 2008;Husmann et al, 2009) and a vast library of web-based multimedia animations (Downing, 1995;Brisbourne et al, 2002). Yet, the inclusion of microscopic anatomy depends on the institution and may not necessarily exist within the teaching block of anatomy.…”

Section: Interactive Multimediamentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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“…A t-test analysis showed that the first two laboratory exams and the overall lab averages were significantly increased compared to years relying on optical microscopes. Students showed a preference to the electronic resources and lecture videos in the survey pointing out that increased access, ease of use, and their increased chances to understand the material made them choose virtual microscope teaching [18]. These studies come to prove that crossing paths and integrating different aspects of medical education is more efficacious in terms of students' commitments, interest, and scores.…”

Section: Histology In the New Curriculummentioning

confidence: 94%

Once Upon a Microscopic Slide: The Story of Histology

Hussein¹,

Raad²,

Safa³

et al. 2015

J Cytol Histol

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For centuries, histology has maintained its remarkable place in the medical curriculum. However, its teaching has been influenced by the new technological advancement that has reshaped medicine teaching into a more modern student-friendly form. Since its inception in the 18th century, the discipline of histology has progressed hand in hand with the advancements in microscopy and microscopic technologies, including immunohistochemistry.In the traditional curriculum of USA medical schools, especially after the first Flexner's report of 1910, histology was considered as very essential topic for a physician studying the "Art and Science" of medicine. In this era, the teaching relied more on the light microscope and to some extent on the electron microscope. However, the field nowadays, after the second Flexner's report, which stressed the importance of integrating clinical topics in the curriculum, is shifting towards the use of more electronic resources for teaching. Such new resources rely on information technology and electronic imaging modalities which are considered to be more student-friendly, time efficient, consistent in conveying the images, promote self-learning and are less costly. In fact, in the last 25 years, most universities started relying on virtual microscopy with limited use of the light microscopy by the students. Such an approach facilitated curricular integration of histology into histopathology and provided the opportunity to promote self-learning and clinical relevance. In the era of competency-based curriculum, histology remains an essential and indispensable basic science in the integrated modules.

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Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

Cited by 69 publications

References 18 publications

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Student-focused virtual histology education: Do new scenarios and digital technology matter?

The anatomy of anatomy: A review for its modernization

Once Upon a Microscopic Slide: The Story of Histology

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