When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum

Hortsch, Michael; Mangrulkar, Rajesh S.

doi:10.1002/ase.1519

Cited by 33 publications

(32 citation statements)

References 45 publications

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“…Part of this improvement may also be attributed to students developing a level of familiarity with histology as the course progressed. Many students require some time to become comfortable with histology, especially if it is a new and unfamiliar subject to them, and as a result, they are initially challenged (Hortsch and Mangrulkar, ).…”

Section: Discussionmentioning

confidence: 99%

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

Zaidi

Hwang²,

Scott³

et al. 2017

Anatomical Sciences Ed

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Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

Zaidi

Hwang²,

Scott³

et al. 2017

Anatomical Sciences Ed

Self Cite

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“…11,13,14 These methods are being gradually replaced by the introduction of Computer based learning (CBL) and medical imaging both of which rely on highly detailed images of body parts using computed tomography (CT), magnetic resonance imaging (MRI), and ultrasound.…”

Section: Methods Of Teaching Of Anatomymentioning

confidence: 99%

“…Though cadaveric dissection is recognized as an integral part of the learning process in anatomy as it provides a three dimensional vision of human anatomy and helps in the development of haptic skills, cadaveric dissections have been reduced or eliminated in medical schools due to the huge amount of resources required to run an extensive dissection program. 1,4,[11][12][13][14] Further, arguments that have been offered against cadaveric dissection are that it is time consuming, extravagant, possibly hazardous and emotionally stressful. 5,14 For medical schools still running cadaveric dissection programs it is imperative that the most efficient teaching occurs during those valuable student contact hours.…”

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confidence: 99%

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

Chaudhuri

Rao

2017

Int J Res Med Sci

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Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy.

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“…Histology of the heart, however, may not be as readily recognized or mentally visualized by the general public and novice histology students due to the lack of a preexisting visual framework. In fact, it is the requisite ability to see patterns in the seemingly random visual content of tissue slides, which causes students to perceive histology as an abstract subject compared to other subdisciplines of anatomy, and to report difficulties in connecting the learned content and concepts to the practice of pattern recognition (Hortsch and Mangrulkar, ).…”

Section: Introductionmentioning

confidence: 99%

An Expert Derived Feedforward Histology Module Improves Pattern Recognition Efficiency in Novice Students

Koury

Leonard

Carry

et al. 2019

Anatomical Sciences Ed

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Histology is a visually oriented, foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education, few studies have shown the impact of this change on visual literacy development, a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert's gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study, one group of novices (n = 9) was provided with training materials that included expert eye gaze, while the other group (n = 12) was provided training materials with identical content, but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance, and performance measures including time-to-task-completion and accuracy, were collected during an identification task assessment. Compared to the control group, the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group, indicating the potential efficacy of training using an expert's gaze to enhance visual literacy development. With further investigation, such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects. Anat Sci Educ 12: 645-654.

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When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum

Cited by 33 publications

References 45 publications

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

An Expert Derived Feedforward Histology Module Improves Pattern Recognition Efficiency in Novice Students

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