Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach

Chimmalgi, M; Hortsch, Michael

doi:10.1007/s40670-022-01669-9

Cited by 7 publications

(5 citation statements)

References 55 publications

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“… 30 - 33 Such blended approaches have shown to improve learning and better engage students. 24 The biggest challenge with incorporating supplemental resources into curricula is considering learners’ often limited time. In the post-intervention survey, a near-unanimous reason for not using the interactive pharmacy textbook was lack of time to view it.…”

Section: Discussionmentioning

confidence: 99%

The Medical Student Guide to Pharmacy: Piloting an Interactive Textbook on Basic Pharmacology Principles and Clinical Correlations

Walsh,

Warrier

2024

Journal of Medical Education and Curricular Development

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OBJECTIVES Despite the wide use of medications in clinical practice, graduating medical students often feel unprepared for the task of prescribing upon starting residency. With recent educational initiatives aiming to transform learning modalities, we sought to pilot an interactive textbook on basic pharmacology principles at our institution as a supplement to first-year lectures and assess its subjective impact on students’ knowledge of content as well as confidence to apply material in the real world through pre- and post-intervention surveys. METHODS First-year medical students were invited to complete non-validated, voluntary, anonymous, emailed, online surveys consisting of Likert scale and free-text response questions. Our investigation served as a pilot test for future iterations of this research. RESULTS Response rates for the pre- and post-intervention surveys were 73/145 (50%) and 38/145 (26%), respectively, with the post-intervention survey further reduced to 13 individuals who indicated use of the interactive textbook. Questions regarding interactive textbook chapters that overlapped with course content were excluded from data analysis due to an inability to separate learning gains from lectures versus the interactive textbook. Post-intervention survey responses all showed significant changes in mean Likert scale scores on student-perceived knowledge and confidence to apply material with P < .001. Free-text response questions revealed limited exposure to the field of pharmacy and interactions with pharmacists prior to medical school. CONCLUSION Our pilot study on the initial use of an interactive textbook titled The Medical Student Guide to Pharmacy presented us with valuable insight into providing first-year medical students with a clinically oriented supplemental resource within coursework on basic pharmacology. Challenges for the future include better integrating the interactive textbook into class lectures to facilitate increased use by students as well as developing more targeted, validated assessments of the impact it has on students’ learning.

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Section: Discussionmentioning

confidence: 99%

The Medical Student Guide to Pharmacy: Piloting an Interactive Textbook on Basic Pharmacology Principles and Clinical Correlations

Walsh,

Warrier

2024

Journal of Medical Education and Curricular Development

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“…EBA also augments the implementation of self‐directed learning (SDL) in education (Kumar et al, 2016). SDL is an essential component of adult learning and is driven by the level of motivation among the learner(s) (Chimmalgi & Hortsch, 2022). As per available reports, EBA enhances the level of interest among students and motivates them to undertake further learning.…”

Section: Discussionmentioning

confidence: 99%

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

Ghosh

2023

Clinical Anatomy

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The concept of evidence‐based anatomy (EBA) emerged in 2014 and has become a significant element in contemporary anatomy education. The evolving fabric of the medical education curriculum has necessitated critical changes in practice. EBA enables these changes to be incorporated seamlessly and implemented congruently into anatomy education programs. However, in parallel, non‐evidence‐based (classical) knowledge that has been built up through centuries of anatomical practice continues to be the core element of anatomy education in some countries/regions. Its inherent limitations hinder integration with clinical practice, leading to a rise in misadventures in the clinical setting. This viewpoint commentary highlights the strengths of EBA vis‐à‐vis the related attributes of classical anatomy. Appropriate arguments show that EBA helps to reduce cognitive load and enables knowledge to be delivered through innovative education tools. EBA also helps to create an inclusive learning environment in a technology‐driven era. Moreover, empowered by robust resources, it is driving the pertinent amalgamation of anatomy knowledge with clinical practice. This viewpoint article endorses the adoption of EBA in contemporary anatomy education on the basis of its potential for shaping future anatomical practice.

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“…Desta maneira, um formato didático enfatiza a capacidade de memorização, enquanto o outro requer raciocínio analítico. No entanto, estes dois componentes do ensino não são separados e independentes, são complementares e constituem parte de um processo de aprendizagem em várias etapas, o que promove uma análise científica da informação visual e o desenvolvimento de diversas habilidades (Hortsch, 2022).…”

Section: Introductionunclassified

“…É válido destacar que o cenário pandêmico impulsionou o uso das TICS na educação, de modo que a microscopia virtual se tornou uma importante ferramenta aliada a outros recursos eletrônicos de aprendizagem: e-books, sites e plataformas de e-learning, mídias sociais, podcasts e videocasts, tutoriais on-line e aplicativos móveis (Hortsch, 2022). Esses recursos colaboram para resolver desafios enfrentados no processo de aprendizagem, uma vez que os estudantes podem utilizá-los fora do ambiente de sala de aula tradicional e adequá-los à sua disponibilidade de tempo e rotina, favorecendo a ampliação do conhecimento e a maximização de resultados .…”

Section: Introductionunclassified

“…Diante de tais transformações, as instituições de ensino devem analisar qual método é mais adequado às suas realidades específicas. Ressalta-se que para a implementação de inovações metodológicas, seja no âmbito da histologia ou de qualquer outra área, diversos fatores devem ser observados: disponibilidade de recursos educacionais e de ensino, infraestrutura local, carga horária da disciplina, perfil e necessidades individuais dos alunos, objetivos de educação institucional e profissional, entre outros (Hortsch, 2022;Marques et al, 2021).…”

Section: Introductionunclassified

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Análise dos recursos e estratégias metodológicas aplicados no ensino de histologia

Benício,

Diniz,

Araújo

et al. 2024

OLEL

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A histologia, também conhecida como anatomia microscópica, estuda a estrutura e função dos tecidos no organismo, sendo fundamental para compreender alterações patológicas. O ensino tradicional dessa disciplina abrange memorização e habilidades visuais, mas avanços tecnológicos introduziram mudanças com o uso de variados recursos eletrônicos e tecnologias da informação e da comunicação aliadas às metodologias ativas e integração curricular. Objetivou-se analisar os recursos e estratégias metodológicas aplicados no ensino de Histologia. Este estudo consiste em uma revisão da literatura, utilizando dados coletados a partir do portal de periódicos CAPES e PubMed. Dez artigos científicos foram selecionados para o aprofundamento analítico, seguindo critérios como disponibilidade do trabalho na íntegra, publicação nos últimos cinco anos (2019 a 2023), nos idiomas inglês ou português, e congruência temática com os objetivos do estudo em tela. Os resultados revelaram o emprego de diversos recursos e estratégias didáticas, incluindo microscopia virtual, desenvolvimento de Software, abordagem baseada em comparação e uso de redes sociais como YouTube e Instagram, destacando seus impactos positivos no processo de aprendizagem. Para que sejam implementadas inovações metodológicas no ensino de histologia é crucial considerar diversos aspectos que envolvem desde a infraestrutura local, a carga horária da disciplina, a capacitação docente, o perfil dos estudantes e objetivos educacionais, dentre outros fatores. Pesquisas mais abrangentes nesta temática podem colaborar para a elaboração de estratégias mais efetivas no âmbito do ensino universitário, notadamente na formação de profissionais de saúde.

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Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach

Cited by 7 publications

References 55 publications

The Medical Student Guide to Pharmacy: Piloting an Interactive Textbook on Basic Pharmacology Principles and Clinical Correlations

The Medical Student Guide to Pharmacy: Piloting an Interactive Textbook on Basic Pharmacology Principles and Clinical Correlations

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

Análise dos recursos e estratégias metodológicas aplicados no ensino de histologia

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