Optical versus virtual: Teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course

Abstract

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class.

Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research

“…All studies assessing P e for both TL and NTL did so subjectively via surveys, questionnaires, interviews or observations. The large majority of these studies (n ¼ 25, 86%) focused only on student P e , but a small number of them (n ¼ 2, 7%), such as Collier et al (2012) and Gorghiu et al (2009), focused on instructor P e . An additional 7% (n ¼ 2) of studies (Rajendran, Veilumuthu, & Divya, 2010;Scott, 2009) assessed both student and instructor P e .…”

“…Only 9% (n ¼ 2) of those studies (Chan & Fok, 2009;Collier, Dunham, Braun, & O'Loughlin, 2012) assessed P e alone. All studies assessing P e for both TL and NTL did so subjectively via surveys, questionnaires, interviews or observations.…”

“…Of the studies reviewed herein, 11% (n ¼ 6) took place at medical schools(Barbeau, Johnson, Gibson, & Rogers, 2013;Braun & Kearns, 2008;Collier et al, 2012;Husmann, O'Loughlin, & Braun, 2009;Krippendorf & Lough, 2005;Scoville & Buskirk, 2007), and all of them provided data supporting equal or greater achievement of learning outcomes in NTL.…”

Application of Virtual Starry Night Teaching Technology in Aesthetics Teaching

“…They found that such a virtual teaching environment can significantly improve practical operation ability and motivation of the participants. Some researchers have applied virtual teaching technology in college anthropotomy classes, created virtual microscopes for teaching, and considered virtual teaching technology as a beneficial teaching technique for increasing students' interest in learning [4].…”

Current Status of Whole-Slide Imaging in Education

“…With an appropriate bandwidth, virtual microscopes can be used simultaneously by a large number of people, thereby surpassing the restrictions related to a limited number of CLMs in a laboratory [4,9,12,16,17] and stimulating cooperation between students [9,12,15,17,18,19]. Moreover, the interaction between teachers and students is improved by viewing the same image at the same time in the classroom, which allows bringing up questions easily and improves the learning curve [15,18,19]. …”