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

Abstract

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.

Crashing from cadaver to computer: Covid‐driven crisis‐mode pedagogy spawns active online substitute for teaching gross anatomy

“…In anatomical education, gaze pattern has been linked to learning, level of expertise, and spatial reasoning (Zumwalt et al, 2015; Roach et al, 2016; Koury et al, 2019). When first‐year medical students viewed unfamiliar gross anatomical images (novice, baseline level) compared to familiar images gaze strategies shifted, and this trend continued as they progressed through the course (Zumwalt et al, 2015).…”

“…When first‐year medical students viewed unfamiliar gross anatomical images (novice, baseline level) compared to familiar images gaze strategies shifted, and this trend continued as they progressed through the course (Zumwalt et al, 2015). Histology modules that provided video clips of an expert's gaze while identifying leukocytes produced significant differences in average gaze fixation across experimental and control groups (Koury et al, 2019). This concept that the efficiency of a learner's gaze pattern, and therefore learning and performance, can be improved through expertly derived visual materials, such as video clips, underpins the use of feedforward training among novice learners.…”

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

“…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 ...…”

Integration of virtual microscopy podcasts in the histology discipline in osteopathic medical school: Learning outcomes

“…Feed‐forward training or providing a novice with conceptual knowledge through modes such as visual guidance or demonstration prior to completing the pattern recognition tasks has been shown to be helpful in visual literacy (Sadasivan et al, 2005). Koury et al (2019) assessed the efficacy of “feed‐forward training” by providing the expert's eye gaze to train students in leukocyte identification skills. Students who utilized the resource showed relatively effective search by shorter scan‐path distance and more prolonged fixation, indicating a better visual literacy development.…”