Electronic Blending In Virtual Microscopy

Maybury, Terrence; Farah, Camile S.

doi:10.5204/jld.v4i1.68

Cited by 5 publications

(11 citation statements)

References 23 publications

(16 reference statements)

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“…found that 81.6% of respondents believed VM solved the problems they had experienced when using the optical microscope. A frequent student complaint about optical microscopes is that they are difficult to use and cause eye strain . Perhaps the principal advantage of VM is that it diminishes the frustrations some students experience in using the optical microscope and effectively eliminates this skill barrier as an impediment to effective learning.…”

Section: Discussionmentioning

confidence: 99%

“…Kumar et al, 43 Krippendorf & Lough, 52 Boutonnat et al, 66 Glatz-Krieger et al, 67 Kumar et al, 68 Mills et al, 53 Neel et al, 7 Scoville & Buskirk, 11 Braun & Kearns, 15 Farah & Maybury, 6 Weaker & Herbert, 47 Maybury & Farah, 44 Sivamalai et al, 38 Camparo et al, 5 Bonser et al, 64 Bowa & Anderson, 65 Kogan et al 51 Slides selected for their educational quality can be viewed by multiple students simultaneously (including slides that were once too scarce or too valuable to be used) Blake et al, 46 Dee et al, 70 Kumar et al, 43 Krippendorf & Lough, 52 Boutonnat et al, 66 Glatz-Krieger et al, 67 Mills et al, 53 Pinder et al, 10 Farah & Maybury, 6 Husmann et al, 8 Weaker & Herbert, 47 F onyad et al, 50 Fontelo et al, 69 Solberg, 54 Bonser et al, 64 Kogan et al 51 Virtual slides can be accessed outside the classroom (anytime/anywhere) Dee et al, 70 Kumar et al, 43 Mills et al, 53 Pinder et al, 10 Farah & Maybury, 6 Maybury & Farah, 44 Sivamalai et al, 38 McCready & Jham, 71 Kogan et al, 51 Tian et al…”

Section: Themes Referencesmentioning

confidence: 99%

“…Glatz-Krieger et al, 67 Pinder et al, 10 Husmann et al, 8 F onyad et al, 50 Maybury & Farah, 44 Tian et al 62 Virtual slides can be viewed side by side for direct comparison or to facilitate slide orientation Dee et al, 70 Glatz-Krieger et al, 67 Kumar et al, 68 Husmann et al, 8 F onyad et al, 50 Maybury & Farah 44 Virtual microscopy purportedly reduces eye strain/fatigue Becker, 45 Mills et al, 53 Braun & Kearns, 15 Farah & Maybury, 6 Maybury & Farah, 44 Solberg 54 Virtual microscopy eradicates the difficulty some students experience in operating light microscopes…”

Section: Large-group Demonstrationsmentioning

confidence: 99%

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Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

et al. 2016

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Section: Discussionmentioning

confidence: 99%

Section: Themes Referencesmentioning

confidence: 99%

Section: Large-group Demonstrationsmentioning

confidence: 99%

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Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

et al. 2016

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“…This finding was expected as collaborative WSI annotation was designed to increase student engagement, which is positively correlated with perceptions of improved understanding [3–5, 7, 8, 12, 38, 41, 47, 48]. …”

Section: Discussionmentioning

confidence: 99%

“…annotations [3–6, 8, 12, 21]. Such annotations may enhance learning by promoting longer and more meaningful interactions between students and learning resources [21].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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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.

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How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Clunie

Morris

Joynes

et al. 2017

Anatomical Sciences Ed

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Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework-the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303-319. © 2017 American Association of Anatomists.

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Electronic Blending In Virtual Microscopy

Abstract: Virtual microscopy (VM) is a relatively new technology that transforms

Cited by 5 publications

References 23 publications

Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

Meta-analysis and review of learner performance and preference: virtual versus optical microscopy

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

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

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