Using web‐based animations to teach histology

Abstract

We have been experimenting with the use of animations to teach histology as part of an interactive multimedia program we are developing to replace the traditional lecture/laboratory-based histology course in our medical and dental curricula. This program, called HistoQuest, uses animations to illustrate basic histologic principles, explain dynamic processes, integrate histologic structure with physiological function, and assist students in forming mental models with which to organize and integrate new information into their learning. With this article, we first briefly discuss the theory of mental modeling, principles of visual presentation, and how mental modeling and visual presentation can be integrated to create effective animations. We then discuss the major Web-based animation technologies that are currently available and their suitability for different visual styles and navigational structures. Finally, we describe the process we use to produce animations for our program. The approach described in this study can be used by other developers to create animations for delivery over the Internet for the teaching of histology.

The anatomy of anatomy: A review for its modernization

“…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.…”

Application of Cognitive Theory of Multimedia Learning in Undergraduate Surgery Course

“…They analyzed 860 animations from 20 developers and found overall effectiveness of 45.55% [2]. Some reported examples of multimedia use in medical education includes demonstration of epithelia and their characteristics, osteogenesis in embryological life, and cleft lip and palate repair techniques [10,11]. Jang and Kim reported usefulness of multimedia learning in learning clinical skills and OSCE preparations [12].…”

Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes

“…The interactive LDI approach described here provides an innovative alternative that retains and improves the traditional microscope-base approach while incorporating the use of digital imaging in an interactive classroom format to enhance Histology learning. Such an approach emphasizes active learning, reasoning, and recognition of tissue types and underlying concepts (Bavis et al, 2000;Brisbourne et al, 2002;Miller et al, 2002;Krontiris-Lotowitz, 2009;Sturges et al, 2009) in a real-time environment. The interactive LDI system described here integrates a wide variety of pedagogical methods, e.g., guided-learning, learning with preset microscopes and live digitized imaging, cooperative and inquiry-based learning (Brown, 2010), that result in a superior learning approach that appeals to more learning styles (Sherman and Jue, 2009) including the new generation of students who learn better through interactive advanced technology (Reidenberg and Laitman, 2002).…”