Media Matter: The Effect of Medium of  Presentation on Student's Recognition  of Histopathology

Telang, Ajay; Jong, Nynke de; Dalen, Jan van

doi:10.7860/jcdr/2016/22208.8969

Cited by 6 publications

(12 citation statements)

References 18 publications

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“…Allowing students access to the VM platform is not sufficient to improve final competence. Instead, the solution may lie in activities such as frequent testing, which can promote students' engagement with microscopic learning materials by reducing the extraneous cognitive load (van Merrienboer and Sweller, 2010) irrespective of the instructional medium employed (Schacter and Szpunar, 2015; Telang et al, 2016). Finally, implementing a test‐enhanced learning design seems to improve the already promising effect of the blended learning approach (Spreckelsen and Juenger, 2017).…”

Section: Discussionmentioning

confidence: 99%

A Web‐Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study

Lee

Hsieh

Chang

et al. 2020

Anatomical Sciences Ed

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Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third‐year students studying histology and 651 fourth‐year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test‐enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test‐enhanced learning may help more students to master microscopic laboratory content.

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Section: Discussionmentioning

confidence: 99%

A Web‐Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study

Lee

Hsieh

Chang

et al. 2020

Anatomical Sciences Ed

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“…Los estudios reportados fueron realizados en diferentes lugares del mundo y un resumen de cada uno se presenta en la tabla 1. De los 10 artículos, todos evaluaron las percepciones de los estudiantes, pero solo 3 consideraron la de los profesores o del equipo de trabajo (7,8,9) y 4 el desempeño académico (10,11,12,13).…”

Section: Resultsunclassified

Section: Parra E Y Colunclassified

“…histológicas" (10,13,15,16) y "La MV contribuyó a la colaboración con compañeros" (10,(13)(14)(15). Cinco estudios incorporaron una sección de preguntas abiertas y/o comentarios (7,9,13,14,16), donde la mayoría de comentarios positivos manifestaron que la MV fué una buena herramienta educativa, entretenida y fácil de usar (9,13,14), que les permitió enfocarse en áreas de interés (13) y ahorrar tiempo (14). Algunos comentarios negativos manifestaron problemas debido al congelamiento de las imágenes virtuales (9,13,14), problemas con nitidez o iluminación (16), ser un sistema software dependiente (9,13), dificultad de encontrar el área de interés (13) y necesidad de apoyo de tutores (7,8).…”

Section: Parra E Y Colunclassified

“…Seis estudios compararon el uso de la MV respecto a la MO mediante diferentes afirmaciones, en ellos la mayoría de los estudiantes manifestó superioridad de la MV en: preferencia de uso (14,15), definición de imágenes y facilidad de navegación (13,(15)(16)(17), efectividad para identificar estructuras (17), ser más entretenida (10,13,15), permitir un mayor ahorro de tiempo (16,17), mejorar el aprendizaje (13,17), ayudar a entender escenarios clínicos (13), mejorar la participación en clases y resolver dudas (17).…”

Section: Parra E Y Colunclassified

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Enseñanza histológica e histopatológica a través de microscopía virtual, una oportunidad en odontología.

Parra

Cáceres

Salazar-Roa

et al. 2022

Rev Estomatol Herediana.

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La microscopía virtual (MV) está siendo ampliamente implementada en educación y podría llevar a reemplazar a la microscopía óptica (MO). Objetivo: Proporcionar una revisión de la literatura a partir de las preguntas ¿Cuál es la percepción de académicos y estudiantes? y ¿Cuál es el desempeño de los estudiantes? respecto a la enseñanza de histología y/o histopatología con MV en odontología. Material y métodos: Se consultaron las bases de datos: Pubmed, Scielo, Science Direct y Scopus, y 10 artículos fueron seleccionados. Resultados: La totalidad de estudios que evaluaron percepción y desempeño académico obtuvieron resultados a favor de la MV. Conclusiones: La MV tiene un futuro prometedor, pero más estudios con metodologías similares y que consideren la percepción de los académicos son requeridos.

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A morphology‐based integrated teaching mode combining pathology and radiology with the aid of teaching media: A randomized controlled trial

Zhang,

Guo

et al. 2024

Journal of Dental Education

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ObjectiveThe integration of curriculum is an important approach for enhancing medical education and facilitating interdisciplinary connections among students. This study aimed to develop a new morphological integrated teaching mode for undergraduate stomatology education by combining stomatological pathology and radiology courses with instructional media.MethodsIn total, 63 undergraduates were included in this study and divided into three groups: traditional (Group T; the control group) and two experimental groups: KoPa WiFi EDU (Group K), and KoPa WiFi EDU‐cone beam computed tomography (CBCT) (Group K‐C). All participants attended a 2‐h lecture on periapical cysts and completed the first theoretical test. Subsequently, they underwent a 4‐h experimental training session on the pathology and radiology of periapical cysts using different teaching methods. Following the training, participants completed the second theoretical test and underwent the first image‐reading skill evaluation. After a 3‐month period, participants completed the third theoretical test and underwent the second image‐reading skill evaluation. The effectiveness of the teaching methods was assessed by analyzing the differences in theoretical test and experimental skill evaluation scores.ResultsThere were no significant differences in the first theoretical outcomes among three groups (p > 0.05). However, the second theoretical scores, the first objective evaluation scores, and the first subjective evaluation scores were significantly higher in the integrated teaching mode (3D teaching mode with the KoPa WiFi EDU and CBCT: 89.29 ± 4.55, 81.00 ± 8.15, and 61.57 ± 5.52, respectively; 2D teaching mode with the KoPa WiFi EDU system: 80.43 ± 3.41, 73.00 ± 8.01, and 55.67 ± 5.66, respectively) than in the traditional teaching mode (72.57 ± 3.84, 69.38 ± 4.91, and 48.67 ± 5.54, respectively) (p < 0.05). Moreover, the long‐term teaching effect of the integrated mode was better than that of the traditional mode (p < 0.05).ConclusionsThe morphology‐based integrated teaching mode combining pathology and radiology aroused student enthusiasm for learning, and resulted in enhanced learning outcomes in dental experimental education.

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Media Matter: The Effect of Medium of Presentation on Student's Recognition of Histopathology

Cited by 6 publications

References 18 publications

A Web‐Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study

A Web‐Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study

Enseñanza histológica e histopatológica a través de microscopía virtual, una oportunidad en odontología.

A morphology‐based integrated teaching mode combining pathology and radiology with the aid of teaching media: A randomized controlled trial

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