Measuring dental students’ preference: A comparison of light microscopy and virtual microscopy as teaching tools in oral histology and pathology

Alotaibi, Ohoud; Alqahtani, Dalal Abdullah

doi:10.1016/j.sdentj.2015.11.002

Cited by 20 publications

(25 citation statements)

References 15 publications

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“…). Learners that performed better using VM in eight studies were notably all medical student learners (Krippendorf and Lough, ; Husmann et al, ; Anyanwu et al, ; Brueggeman et al, ; Helle et al, ; Diaz‐Perez et al, ; Tian et al, ; Alotaibi and ALQahtani, ). Improved performance using OM was reported in one of the studies (Helle et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…Overall, three studies surveyed resident learners: two of these studies reported OM as the preferred slide‐viewing modality (Koch et al, ; Donnelly et al, ) and one reported no preference (Brick et al, ). Medical student learners surveyed in five studies, reported VM as a favored learning modality (Mills et al, ; Anyanwu et al, ; McCready and Jham, ; Tian et al, ; Alotaibi and ALQahtani, ). Preference for a hybrid model was indicated in two studies that surveyed medical student learners (Neel et al, ; Braun and Kearns, ).…”

Section: Resultsmentioning

confidence: 99%

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Optical Versus Virtual Microscope for Medical Education: A Systematic Review

Kuo

Leo

2018

Anatomical Sciences Ed

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Many technological innovations have changed the traditional practice of medical education and clinical practice. Whole slide imaging (WSI) technology provided an unique way of viewing conventional glass slides in histology and pathology laboratories. The WSI technology digitalized glass slide images and made them readily accessible via the Internet using tablets or computers. Users utilized the pan-and-zoom function to view digital images of slides, also referred to as the virtual microscope (VM), simulating use of an optical microscope (OM). Several articles have reported various outcomes on the utility of VM in teaching laboratories. Recently, the Royal College of Physicians and Surgeons of Canada certification examinations for anatomical pathologists ha completely adopted VM for the national licensing examination. To better inform medical educators, there is an urgent need for more structured reviews to draw evidence-based conclusions on the effectiveness of VM and learner's perceptions, in comparison to OM. The current study provides a descriptive summary of published outcomes using the systematic review approach. In conclusion, medical students' performance was improved with adoption of VM into the curriculum and recognized as a preferred learning modality, compared to OM. On the contrary, resident learners' performance was comparable between using OM and VM, with OM being the favored slide-viewing modality. Anat Sci Educ 12: 678-685.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Optical Versus Virtual Microscope for Medical Education: A Systematic Review

Kuo

Leo

2018

Anatomical Sciences Ed

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“…Second, the alumni accepted e-learning strategies as part of their curricula, and many reports identified several benefits after its implementation (27,28,30,(32)(33)(34)(35)(36)(37)(39)(40)(41)(42)(43)(45)(46)(47)(52)(53)(54)(55)(56)(57). Third, e-learning represents a point of debate within academics since some disciplines consider its application as valuable as the traditional teaching methods, while others considered it only as a good complement (29,42,44,50,53,58). Finally, despite the data available about e-learning in dentistry, many authors considered that more evidence is needed to understand the real impact and the best alternatives for its implementation (31,38,43,44,49,51).…”

Section: Maresca C Etal 2014 (58)mentioning

confidence: 99%

E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

Chavarría‐Bolaños

Gómez-Fernández

Dittel-Jiménez

et al. 2020

Odovtos - Int J Dent Sc

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While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

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“…19 By presenting high-quality histology in a remotely accessible and easy-to-use format, the nonessential tasks of the learning event are minimised, in stark contrast to traditional methods of histology teaching such as light microscopy or static images which present significant physical and psychological barriers to effective education. 20 Virtual histology images were annotated in keeping with the Multimedia Learning Theory principles; 21 annotations automatically directed users to the relevant area of the image, at a magnification that best depicted the structure or process that was annotated. This acknowledges the limited capacity an individual has to process visual information.…”

Section: Additional Pedagogical Underpinningsmentioning

confidence: 99%

Fostering intrinsic motivation in remote undergraduate histopathology education

et al. 2021

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AimsThe levels of abstraction, vast vocabulary and high cognitive load present significant challenges in undergraduate histopathology education. Self-determination theory describes three psychological needs which promote intrinsic motivation. This paper describes, evaluates and justifies a remotely conducted, post-COVID-19 histopathology placement designed to foster intrinsic motivation.Methods90 fourth-year medical students took part in combined synchronous and asynchronous remote placements integrating virtual microscopy into complete patient narratives through Google Classroom, culminating in remote, simulated multidisciplinary team meeting sessions allowing participants to vote on ‘red flag’ signs and symptoms, investigations, histological diagnoses, staging and management of simulated virtual patients. The placement was designed to foster autonomy, competence and relatedness, generating authenticity, transdisciplinary integration and clinical relevance. A postpositivistic evaluation was undertaken with a validated preplacement and postplacement questionnaire capturing quantitative and qualitative data.ResultsThere was a significant (p<0.001) improvement in interest, confidence and competence in histopathology. Clinical integration and relevance, access to interactive resources and collaborative learning promoted engagement and sustainability post-COVID-19. Barriers to online engagement included participant lack of confidence and self-awareness in front of peers.ConclusionsFostering autonomy, competence and relatedness in post-COVID-19, remote educational designs can promote intrinsic motivation and authentic educational experiences. Ensuring transdisciplinary clinical integration, the appropriate use of novel technology and a focus on patient narratives can underpin the relevance of undergraduate histopathology education. The presentation of normal and diseased tissue in this way can serve as an important mode for the acquisition and application of clinically relevant knowledge expected of graduates.

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Measuring dental students’ preference: A comparison of light microscopy and virtual microscopy as teaching tools in oral histology and pathology

Abstract: Although light microscopy is the classical tool of teaching histology and pathology, virtual microscopy is a highly preferred substitute. We believe that virtual microscopy is a valuable teaching tool that enhances student educational experiences.

Cited by 20 publications

References 15 publications

Optical Versus Virtual Microscope for Medical Education: A Systematic Review

Optical Versus Virtual Microscope for Medical Education: A Systematic Review

E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

Fostering intrinsic motivation in remote undergraduate histopathology education

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