Learning histology – dental and medical students' study strategies

Johnson, Stéphanie; Purkiss, Joel; Holaday, Louisa W.; Selvig, Daniel; Hortsch, Michael

doi:10.1111/eje.12104

Cited by 38 publications

(44 citation statements)

References 27 publications

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“…It should also be noted that although the findings reported here are broadly applicable to other health sciences programs, the UMMS curriculum and learning environment have unique elements. Specifically, student attitudes regarding lecture attendance may vary depending on mandatory lecture attendance requirements, lecture and video recording quality, and other cultural and professional factors (Johnson et al, ). This manuscript only investigates learning outcomes for a medical histology course and care should be used in extrapolating these results to other subjects and student populations.…”

Section: Discussionmentioning

confidence: 99%

The interrupted learner: How distractions during live and video lectures influence learning outcomes

Zureick

Burk-Rafel

Purkiss

et al. 2017

Anatomical Sciences Ed

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New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 11: 366-376. © 2017 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

The interrupted learner: How distractions during live and video lectures influence learning outcomes

Zureick

Burk-Rafel

Purkiss

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…In addition, future exploration could focus on how each of the three content exposure phases affect performance outcomes of accuracy and time‐to‐task completion for various visually complex histology content. With the increasing use of online and Internet‐based learning histology modules (Cotter, ; MacPherson and Brueckner, ; Rosas et al, ; Johnson et al, ), outcomes of such investigations could have implications on improving the efficacy of these modules by simply ordering the training into a particular sequence of phases.…”

Section: Discussionmentioning

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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“…In Taiwan, all of the medical collages divide this subject into lecture and laboratory courses. Learning histology as well as completing the laboratory course are important parts of students' professional education [16]. Because of the convenience of the MS PPT examination, the assessment of the learning outcomes of the histology laboratory course tended to utilize the MS PPT examination to replace the traditional PBIMI examination in Taiwan.…”

Section: Discussionmentioning

confidence: 99%

Comparison of a Traditional Practical-Based Identification for Microscopic Image Examination with a Microsoft PowerPoint Examination in the Influence of Dental and Medical Students’ Learning Outcome and Motivation in a Histology Laboratory Course at NDMC in Taiwan

Lan

Cheng

Chen

et al. 2019

Preprint

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Background: Histology laboratory courses are morphologic study in the structure of the cells, tissues, and organs of the body that are mainly examined with a microscope. There are two types of examinations to assess learning outcomes in Taiwan. The first is a traditional practical-based identification for microscopic image (PBIMI) examination, and the second is Microsoft PowerPoint (MS PPT) examination. Whether these two types of examinations exhibit different influences on students’ learning motivation has not been evaluated. Methods: In this study, we compared the grades of dental students and medical students in the National Defense Medical Center who completed PBIMI or MS PPT examinations and investigated the influence of the type of examination on the students’ learning outcomes and motivation. We also conducted a survey among the medical students to confirm the hypothesis concluded from the grade analysis. Results: There was a significant decrease in the percentage of students scoring 61 to 80 in the MS PPT group compared to that in the PBIMI group in the midterm examination of dental students. The average score on the MS PPT examination was significantly higher than that on the PBIMI examination among medical students who completing both examinations. The average failing scores on the midterm examination among the students tested with the PBIMI examination were significantly lower than the scores among the students tested with the MS PPT examination. The results of the survey also showed that the MS PPT examination is easier for students and that they will spend less time learning the material when the MS PPT examination is utilized for assessment. Conclusion: This study suggests that the type of examination affects learning motivation in less self-demanding students. The MS PPT test is easier for the students and leads to less time spent studying for the histology laboratory course, especially among the students with fewer self-demands or less interest in the course.

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Learning histology – dental and medical students' study strategies

Abstract: These differences should be considered when teaching the subject of histology to dental or to medical students.

Cited by 38 publications

References 27 publications

The interrupted learner: How distractions during live and video lectures influence learning outcomes

The interrupted learner: How distractions during live and video lectures influence learning outcomes

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

Comparison of a Traditional Practical-Based Identification for Microscopic Image Examination with a Microsoft PowerPoint Examination in the Influence of Dental and Medical Students’ Learning Outcome and Motivation in a Histology Laboratory Course at NDMC in Taiwan

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