From Scope to Screen: The Evolution of Histology Education

Chapman, Jamie; Lee, Lisa M.J.; Swailes, Nathan

doi:10.1007/978-3-030-47483-6_5

Cited by 24 publications

(21 citation statements)

References 148 publications

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“…This new software instead enables a student to view several different variations of the same element to gain a more holistic understanding of how to identify it under different conditions at their convenience [16]. This holistic approach to histological education is now both incorporated into the curriculum through the aforementioned "engaged learning" sessions, as is additionally highly encouraged for students to engage in through self-directed learning [17,18]. This project offers a localized hub and continuity for students among professors, lecture PowerPoints, and histology slides found on this website.…”

Section: Discussionmentioning

confidence: 99%

Virtual Microscopy Tagging and Its Benefits for Students, Faculty, and Interprofessional Programs Alike

Khatskevich¹,

Oh²,

Ruíz³

et al. 2022

Cureus

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BackgroundOver the years, due to technological innovations in medical education, virtual microscopy has become a popular tool used to teach histology. The Virtual Microscopy Project is a faculty and student collaborative project at the University of South Florida (USF) Health to transfer and update online histology slides from an outdated viewer to a completely new viewer. MethodologyThe project goal is to better facilitate the educational experience for students and faculty through the implementation of updated technology and features. ResultsAt USF Health, multiple programs use the online histology slide viewer to teach normal histology. The previous website's organization and lack of additional features severely hindered opportunities for personalized education; users could not write any notes, circle or point to important features, or easily search for specific organs or tissue. An updated website user interface and additional instructional features will improve the students' accessibility and overall quality of their learning. The updated viewer will be more integrated into the USF Health Morsani College of Medicine (MCOM) curriculum, providing faculty with organized and readily available material. USF MCOM has faculty integration directors to create a balanced curriculum that can be reviewed by faculty for consistency and accuracy. Adding this same organizational structure to the online microscopy viewer will assist directors in forming and modifying the curriculum and may also provide them with additional resources for their education delivery. ConclusionThe Virtual Microscopy Project hopes to produce an accessible, user-friendly online microscopy viewer that is beneficial to students for learning, to faculty for teaching/curriculum planning, and to medical education as a whole.

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Section: Discussionmentioning

confidence: 99%

Virtual Microscopy Tagging and Its Benefits for Students, Faculty, and Interprofessional Programs Alike

Khatskevich¹,

Oh²,

Ruíz³

et al. 2022

Cureus

View full text Add to dashboard Cite

show abstract

“…According to Chapman et al (2020), virtual microscopy can be defined as a software or app which works as a digital interface to simulate conventional microscopy. However, it is not difficult to find studies relating virtual microscopy to DICT.…”

Section: Discussionmentioning

confidence: 99%

“…Another type of technology discussed in these studies was virtual microscopy (Naurhia & Ramdass, 2019;Tian et al, 2014), which is based on the complete, high-resolution digitization of tissue samples on glass slides. These digital files can subsequently be observed on computer screens, tablets, or smartphones with Internet access using a specialized viewer software (Chapman et al, 2020;Mione et al, 2013). This technology provides high-quality histological and pathological images to students.…”

Section: Discussionmentioning

confidence: 99%

“…This technology provides high-quality histological and pathological images to students. They can also be highlighted, annotated, and viewed at different levels of magnification (Chapman et al, 2020;Naurhia & Ramdass, 2019). Virtual microscope has many advantages for the study of cellular and tissue structures when compared with the traditional method, the use of glass slides and light microscopes.…”

Section: Discussionmentioning

confidence: 99%

“…From this perspective, the use of DICT for the teaching of histology represents an excellent choice for this subject which is based on the recognition and analysis of images. Especially, virtual microscopy and interactive virtual atlases offer students the panoramic views of microscopic samples and allow detailed and in-depth analyses of histological structures and foster learning through informative texts, including those highlighted by moving the cursor over the image (Chapman et al, 2020;Nwizu et al, 2017). DICT also allow students to access to content anytime and anywhere, as well as provide interactivity and learning opportunities that are normally guided by an educator (Donkin et al, 2019).…”

mentioning

confidence: 99%

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Digital information and communication technologies on histology learning: What to expect?—An integrative review

Joaquim

Hortsch

Silva

et al. 2021

Anat Histol Embryol

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The advent of computers and digitized images had a great impact on education in general, but particularly on the morphofunctional sciences that are highly dependent on the intensive use of images (Bloodgood & Ogilvie, 2006). In biomedical education, curricular changes affecting basic science courses have contributed to an increased use of Digital Information and Communication Technologies (DICT). Many educational institutions are faced with such changes, often caused by financial constraints which resulted in a reduced length for students' laboratories sessions (Drake et al., 2014;Rheingantz et al., 2019). The aim of this increased use of DICT is to maintain or improve the quality of teaching for these basic science subjects, to use teaching time more efficiently, as well as to offer more theoretical and practical content (Rheingantz et al., 2019).Including a wide variety of computer systems, hardware and software, as well as Internet technologies and mobile apps, DICT encompass technological strategies that allow users to easily create, access, store, transmit, and manipulate information (Sallai, 2012). For students, the addition of or the increased access to these

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Identification of histological threshold concepts in health sciences curricula: Students' perception

Martín-Piedra

Saavedra‐Casado

Santisteban‐Espejo

et al. 2022

Anatomical Sciences Ed

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Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.

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From Scope to Screen: The Evolution of Histology Education

Cited by 24 publications

References 148 publications

Virtual Microscopy Tagging and Its Benefits for Students, Faculty, and Interprofessional Programs Alike

Virtual Microscopy Tagging and Its Benefits for Students, Faculty, and Interprofessional Programs Alike

Digital information and communication technologies on histology learning: What to expect?—An integrative review

Identification of histological threshold concepts in health sciences curricula: Students' perception

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