Learning cytology in times of pandemic: an educational institutional experience with remote teaching

Abstract

Introduction As the coronavirus pandemic swept across national and state borders, institutions of higher learning, including cytology, began closing campuses and moving instruction online. We have described a method of remotely teaching cytology in our institution, including using the telecytology concept used with rapid onsite evaluation and remote conferencing and educational tools to conduct eCytology learning. This is a cost-effective method to transition a traditional in-classroom program into online teaching for cytology. It can also be implemented quickly. Materials and methods In March 2020, our cytology program developed a method for teaching cytology remotely. The distance-learning teaching method included the use of remote conferencing (Zoom platform) and learning management platforms (Canvas) to present lectures and administer tests. Remote multihead sessions were conducted by adapting the telecytology rapid onsite evaluation concept, which attaches a mobile device to the microscope to transmit live video to remote learners. Results When asked about their experience with online learning, the students had responded positively. All the students indicated a willingness to attend classes remotely in the future, even when the traditional in-classroom learning option is available. Conclusions We have presented a method for educating students remotely using existing technology that is affordable and can be implemented quickly by nearly all cytology education programs.

The practice of cytopathology during the era of COVID-19: challenges and changes

“…24 Chiou. 25 described a remote ecytology tool that they utilized at their institution at New Jersey, USA for teaching cytotechnology students. Their experience is based on the use of easy video teaching and communication platforms Zoom conferencing (San Jose, California) and Canvas (Salt Lake City, Utah) as their online tools for lectures, microscopy sessions, and tests.…”

Ensaio sobre visibilidades e cegueiras no mundo formativo da Odontologia

“…O que fazer com atividades que, à primeira vista, parecem inapelavelmente exigentes quanto à presencialidade (e, de fato, são exigentes), demarcando o processo de ensinoaprendizagem? No universo dos cursos da área da saúde, por exemplo, cresceram exponencialmente as publicações recentes, tratando do ensino virtual em áreas básicas, clínicas, cirúrgicas, estágios de campo, em praticamente todas as (sub) especialidades médicas 2,[31][32][33][34][35][36][37][38][39][40][41][42] . Houve até quem mostrasse reverência à virtualidade de cadáveres, em experiências de aulas com anatomia 43 .…”

Elaboration of quality perception instrument of remote teaching amidst COVID-19 pandemics in a University of Northern Brazil.

“…COVID-19 pandemics produced changes in social interactions and social distancing intended on reducing these interactions amongst people, causing education institutions to adopt the emergency remote teaching format. In this national higher education context, a survey carried out by the College of Deans of Undergraduate Studies (COGRAD-2020), linked to the National Association of Directors in Federal Institutions of Higher Education (ANDIFES), demonstrated that most of the IFES (Federal Institutions of Higher Education), planned complementary academic calendars that were completely remote or hybrid (Aguilera-Hermida, 2020;Ali, 2020;Buttler et al, 2021a;Chiou, 2020;Sarah I Hofer et al, 2021;Secundo et al, 2021a).…”