The First South American Free Online Virtual Morphology Laboratory: Creating History

Ávila, Rodolfo Esteban; Samar, María Elena; Sugand, Kapil; Metcalfe, David; Evans, Jessica; Abrahams, Peter

doi:10.4236/ce.2013.410a002

Cited by 7 publications

(8 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These aspects are consistent with previous studies of students’ learning preferences, that is by interacting and engaging with learning materials in a social environment [5, 6, 16, 19, 37–40, 52]. …”

Section: Discussionsupporting

confidence: 92%

See 1 more Smart Citation

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial

et al. 2016

View full text Add to dashboard Cite

BackgroundStudents in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images.MethodsJunior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students’ understanding of microscopic morphology was compared using timed online quizzes, while students’ perceptions of learning were evaluated using an online questionnaire.ResultsFor senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding.ConclusionCollaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0831-x) contains supplementary material, which is available to authorized users.

show abstract

Section: Discussionsupporting

confidence: 92%

“…Students also provided positive feedback regarding the ‘opportunity to collaborate’ when utilising VM [5, 6, 16, 19, 37–40]. However, one of the rare studies that described collaborative annotations on WSI [6], while demonstrating enhanced engagement by students, did not show any improvement in learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Virtual classrooms and instructors have replaced traditional classrooms in several university courses worldwide ( 32 ). This novel way of teaching has been welcomed by majority of students due to its flexibility, convenience, and lower cost ( 33 ). Distance learning in veterinary medicine is considered as an alternative and effective way to deliver information rather than a substitute for the traditional classroom.…”

Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students

2020

View full text Add to dashboard Cite

Many universities and colleges worldwide suspended classroom teaching due to the novel coronavirus pandemic and switched to online teaching. The current cross-sectional study was carried out to analyze the impact of COVID-19 lockdown on the academic performance of veterinary medical students and researchers. Veterinary medical students and researchers were invited to answer an online google form questionnaire. A total of 1,392 participants were from 92 different countries answered the questionnaire with response rate of 94.1%. The data showed that COVID-19 pandemic lockdown affected the academic performance of most participants (96.7%) with varying degrees. The mean evaluation score for the online education in general was 5.1 ± 2.4 while that for the practical parts was 3.6 ± 2.6. Although online education provides an opportunity for self-study, the main challenge that online education faces in veterinary medical science is how to give practical lessons. Since most of the subjects are practical; therefore, it is not easy to learn it online. Students think that it is difficult to fulfill the veterinary competencies only with online education system. Online education could be improved by making it more interactive, showing medical procedures in real situations, giving concise information, and providing 3D virtual tools to mimic the real situation.

show abstract

“…Thus, based on these lectures and laboratory sessions, students were expected to construct heuristic, abstract models that integrated the structure–function of tissues. Over the last few decades, information and communication technologies (ICT) have provided interesting and alternative teaching strategies to engage and motivate students, as well as to reform the learning environment: digital images (Heidger et al, ; Coleman, ), e‐learning (Khalil et al, ; Sander and Golas, ; Şahin and Baturay, ), animations and videos (Brisbourne et al, ; Campos‐Sánchez et al, ), systematization of tissue structures in symbolic models (De Juan and Pérez‐Cañaveras, ), development of virtual laboratories and virtual microscopes (Husmann et al, ; Bloodgood, ; Avila et al, ; Helle et al, ; Mione et al, ; Gatumu et al, ; Lee et al, ), creation of online atlases (Silva‐Lopes and Monteiro‐Leal, ; Ávila and Samar, ), and flipped classroom techniques (García Irles et al, ). Other activities, strategies, and teaching resources have been used in different studies as interactive programs (Alexander et al, ).…”

Section: Introductionmentioning

confidence: 99%

Students’ Views on Difficulties in Learning Histology

Garcı́a

Victory

Navarro‐Sempere

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a selfadministered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type;(2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. Anat Sci Educ 12:541-549.

show abstract

The First South American Free Online Virtual Morphology Laboratory: Creating History

Cited by 7 publications

References 37 publications

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial

The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students

Students’ Views on Difficulties in Learning Histology

Contact Info

Product

Resources

About