Virtual Microscopy in Undergraduate Pathology Education

Lakhtakia, Ritu

doi:10.18295/squmj.4.2021.009

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, [21][22][23][24] virtual patients, 25-28 assessments [29][30][31][32][33][34][35][36][37][38][39][40] and mobile apps for learning. [41][42][43][44][45][46][47][48][49] Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies-including digital microscopy, phonocardiography and digital X-rays, [52][53][54][55][56][57][58][59][60][61] and virtual and augmented reality. [62][63][64][65][66][67][68][69][70][71] Regardless of the nature of the technology, about a third of the identified articles ...…”

Section: Samr Categorisationmentioning

confidence: 99%

“…Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, 21–24 virtual patients, 25–28 assessments 29–40 and mobile apps for learning 41–49 . Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies—including digital microscopy, phonocardiography and digital X‐rays, 52–61 and virtual and augmented reality 62–71 . Regardless of the nature of the technology, about a third of the identified articles described technology use at the level of substitution and almost a half at augmentation (Table 2).…”

Section: Technology‐led Transformations In Hpe: Literature Exploratio...mentioning

confidence: 99%

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Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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Section: Samr Categorisationmentioning

confidence: 99%

Section: Technology‐led Transformations In Hpe: Literature Exploratio...mentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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“…Results from various studies revealed significantly improved academic test scores [20,31,32,[36][37][38]46,48,50,52,53,58,62,63] along with improvements in the medical knowledge of students [22,34,38,[44][45][46]48,55,58,61,63,64,67].…”

Section: Vm Podcastmentioning

confidence: 99%

“…Development of diagnostic and practical skills during laboratory sessions was an important finding [33,39,48,53,56,58,59,64]. Studies also reported that VM promotes selfdirected learning [31,35,38,41,48,58,59,64] and thus an overall better method of learning for exam preparation for the students [32,38,52,53,56].…”

Section: Vm Podcastmentioning

confidence: 99%

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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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Virtual Microscopy Goes Global: The Images Are Virtual and the Problems Are Real

Hortsch,

Koney,

Oommen

et al. 2023

Advances in Experimental Medicine and Biology

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Virtual Microscopy in Undergraduate Pathology Education

Cited by 9 publications

References 24 publications

Learning technology in health professions education: Realising an (un)imagined future

Learning technology in health professions education: Realising an (un)imagined future

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

Virtual Microscopy Goes Global: The Images Are Virtual and the Problems Are Real

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