scholarly journals Virtual Microscopy in Undergraduate Pathology Education

2021 ◽  
Author(s):  
Ritu Lakhtakia
Keyword(s):  
Critical Thinking ◽  
Medical Curriculum ◽  
Digital Pathology ◽  
Virtual Microscopy ◽  
Easy Access ◽  
User Friendliness ◽  
Early Integration ◽  
Critical Reasoning ◽  
Pathological Correlation ◽  
Pathologic Basis

Objectives: Whole-slide imaging (WSI) and virtual microscopy (VM) have revolutionized teaching, diagnosis and research in histopathology. The aims of this study were to establish the feasibility of achieving early integration of clinical reasoning with undergraduate pathology teaching on a virtual microscopy platform and, to determine its student-centricity through student feedback. Methods: Thirty-eight VM-centered clinical cases were introduced to forty-nine students in an integrated undergraduate medical curriculum. The cases were aligned to curricular objectives, reinforced the pathologic basis of disease with critical thinking and were delivered across fifteen interactive small-group sessions. A simulated cross-disciplinary integration and judicious choice of pertinent diagnostic investigations was linked to principles of management. Feedback was obtained through a mixed-methods approach. Results:  User-friendliness, gradual learning curve of VM and annotation-capacity were scored 4-5 on a Likert scale of 1-5 by 91.84%, 87.75% and 83.67% students respectively. Students agreed on content-match to the stage of learning (81.63%), theme of the week (91.84%) and development of a strong clinical foundation (77.5%). Integration (85.71%) and clinico-pathological correlation (83.67%) were strengths of this educational effort. High student attendance (~100%) and improved assessment scores on critical thinking (80%) were observed. Software lacunae included frequent logouts and lack of note-taking tools. Easy access was a significant student-centric advantage. Conclusion: A VM-centered approach with clinico-pathological correlation has been successfully introduced to inculcate integrated learning. Using the pathologic basis of disease as fulcrum and critical reasoning as anchor, a digitally-enabled generation of medical students have embraced this educational tool for tutor-guided, student-centered learning. Keywords: virtual, digital, pathology, microscopy, medical education

Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

2002 ◽  
Vol 29 (4) ◽  
pp. 321-324 ◽  
Author(s):  
Patricia A. Connor-Greene ◽  
Dan J. Greene
Keyword(s):  
Quality Control ◽  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Critical Evaluation ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Easy Access ◽  
The Internet ◽  
New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

Digital Pathology and Virtual Microscopy Integration in E-Health Records

2010 ◽  
pp. 457-484 ◽  
Author(s):  
Marcial García Rojo ◽  
Christel Daniel
Keyword(s):  
Biomedical Research ◽  
Digital Pathology ◽  
Virtual Microscopy ◽  
Limiting Factors ◽  
Snomed Ct ◽  
Health Records ◽  
Anatomic Pathology ◽  
Healthcare Enterprise ◽  
Information Management Systems ◽  
Research And Education

In anatomic pathology, digital pathology integrates information management systems to manage both digital images and text-based information. Digital pathology allows information sharing for diagnosis, biomedical research and education. Virtual microscopy resulting in digital slides is an outreaching technology in anatomic pathology. Limiting factors in the expansion of virtual microscopy are formidable storage dimension, scanning speed, quality of image and cultural change. Anatomic pathology data and images should be an important part of the patient electronic health records as well as of clinical datawarehouses, epidemiological or biomedical research databases, and platforms dedicated to translational medicine. Integrating anatomic pathology to the “healthcare enterprise” can only be achieved using existing and emerging medical informatics standards like Digital Imaging and Communications in Medicine (DICOM®1), Health Level Seven (HL7®), and Systematized Nomenclature of Medicine-Clinical Terms (SNOMED CT®), following the recommendations of Integrating the Healthcare Enterprise (IHE®).

Experience with a theme-based integrated renal module for a second-year MBBS class

2010 ◽  
Vol 34 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Riffat Shafi ◽  
K. H. M. Quadri ◽  
Waseem Ahmed ◽  
Syed Nayer Mahmud ◽  
Mobeen Iqbal
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Faculty Members ◽  
Learning Assessment ◽  
Self Directed Learning ◽  
Integrated Method ◽  
Directed Learning ◽  
Learning Issues

Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries.

scholarly journals Virtual microscopy and digital pathology in training and education

Apmis ◽  
2012 ◽  
Vol 120 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Peter W. Hamilton ◽  
Yinhai Wang ◽  
Stephen J. McCullough
Keyword(s):  
Digital Pathology ◽  
Virtual Microscopy ◽  
Training And Education

scholarly journals CALCULUS LEARNING VIA SCREENCAST-O-MATIC DURING THE PANDEMIC: AN EXPLORATION TOWARDS STUDENTS’ PERCEPTION OF MATH ANXIETY

MaPan ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 260
Author(s):  
Robert Harry Soesanto ◽  
Kurnia Putri Sepdikasari Dirgantoro
Keyword(s):  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Visual Media ◽  
Learning System ◽  
Easy Access ◽  
User Friendliness ◽  
Web Based ◽  
Online Mode ◽  
Use Of Technology ◽  
The University

The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

Digital Pathology and Virtual Microscopy Integration in E-Health Records

2011 ◽  
pp. 1235-1262
Author(s):  
Marcial García Rojo ◽  
Christel Daniel
Keyword(s):  
Biomedical Research ◽  
Digital Pathology ◽  
Virtual Microscopy ◽  
Limiting Factors ◽  
Snomed Ct ◽  
Health Records ◽  
Anatomic Pathology ◽  
Healthcare Enterprise ◽  
Information Management Systems ◽  
Research And Education

In anatomic pathology, digital pathology integrates information management systems to manage both digital images and text-based information. Digital pathology allows information sharing for diagnosis, biomedical research and education. Virtual microscopy resulting in digital slides is an outreaching technology in anatomic pathology. Limiting factors in the expansion of virtual microscopy are formidable storage dimension, scanning speed, quality of image and cultural change. Anatomic pathology data and images should be an important part of the patient electronic health records as well as of clinical datawarehouses, epidemiological or biomedical research databases, and platforms dedicated to translational medicine. Integrating anatomic pathology to the “healthcare enterprise” can only be achieved using existing and emerging medical informatics standards like Digital Imaging and Communications in Medicine (DICOM®1), Health Level Seven (HL7®), and Systematized Nomenclature of Medicine-Clinical Terms (SNOMED CT®), following the recommendations of Integrating the Healthcare Enterprise (IHE®).

scholarly journals Eksplorasi Kebutuhan Bahan Ajar pada Matakuliah Bioprospeksi

2020 ◽  
Vol 5 (4) ◽  
pp. 472
Author(s):  
Nelda Anasthasia Serena ◽  
Endang Suarsini ◽  
Betty Lukiati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Preliminary Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Easy Access ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the necessity of teaching materials in Bioprospection subject. This type of descriptive qualitative research with observation, questionnaire and test data collection techniques. Necessity analysis results 92% students had difficulty understanding Bioprospect material because the concept is difficult to apply (48%), complex material (24%), lack of teaching materials (20%). Students need teaching materials that are flexible, easy to understand, reliable, practical, and easy access. Preliminary test show cognitive learning outcomes score is 52, 4 (low) and critical thinking skills score is 48.2% (low). The conclusion is needed a module by research based on Problem-Based Learning that can improve critical thinking and cognitive learning outcomes of students in the Bioprospection subject.</p><strong>Abstrak:</strong> Penelitian bertujuan mengetahui kebutuhan bahan ajar pada matakuliah Bioprospeksi. Jenis penelitian deskriptif kualitatif dengan teknik pengambilan data observasi, angket, dan tes. Hasil analisis kebutuhan, 92% mahasiswa kesulitan memahami Bioprospeksi karena sulit mengaplikasikan konsep (48%), materi kompleks (24%), kurangnya bahan ajar (20%). Mahasiswa membutuhkan bahan ajar yang fleksibel, mudah dipahami, terpercaya, praktis, dan akses informasinya mudah. Hasil tes awal menunjukkan hasil belajar kognitif dengan rerata 52, 4 (rendah) dan keterampilan berpikir kritis mahasiswa sebesar 48,2% (rendah). Simpulan penelitian dibutuhkan modul <em>Problem Based Learning</em> berdasarkan hasil penelitian untuk meningkatkan keterampilan berpikir kritis dan hasil belajar kognitif mahasiswa pada matakuliah Bioprospeksi.

scholarly journals Smartphone Based Language Learning through Mobile Apps

2019 ◽  
Vol 8 (4) ◽  
pp. 8040-8043
Keyword(s):  
Communication Skills ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Learning System ◽  
Easy Access ◽  
Portable Devices ◽  
User Friendliness ◽  
Wide Range ◽  
User Friendly

Mobile technology signifies an innovative approach to the modern education in the present times. In this era smartphones have been integrated into learning system by having different user friendly applications (APPs). The wide range of availability of smart phones connected to mobile network and the occurrence of APPs developed for the educational purposes provide us with the possibility and feasibility of mobile teaching and learning that turn out to be a boon in the educational sector nowadays. The wide-ranging use of Smartphones and different user-friendly gadgets has transformed the outmoded techniques of teaching and learning process entirely. Consequently the students are finding it more practical to understand through such devices reinforced by internet. This extensive usage of smartphones has given birth to loads of mobile application in Language teaching especially English. Abundant apps are available for language learners to refer through easy access to the internet to enhance their communication skills. Through such apps learning materials can be easily accessed and transferred due to the transportability and user-friendliness of such portable devices. The main objective of this paper is to identify the effectiveness of learning LSRW skills through mobile technology and to classify apps based on the learners’ level. The study also discusses the plan, technique, theory and instructive features that support the various mobile apps. Various apps are developed to increase the effectiveness of the communication skills of the learners wherein the prime emphasis is to be laid on the enhancing of basic communication skills such as listening, speaking, reading and writing skills with the help of Mobile phones.

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