1. E-mail: arun_kumar@imu.edu.my
Histopathology image identification and description by medical students: Use of E-learning tool for better understanding
Arun Kumar Basavaraj, Sunil Pazhayanur Venkateswaran, Purushotham Krishnappa, Sri Kumar Chakravarthi., Department of Pathology, International Medical University, Kuala Lumpur, Malaysia
INTRODUCTION
“Medical students are not Pathologists”. They need to understand the Pathophysiology and Pathology of diseases which provides a stronger foundation for Medicine. Gross and microscopic appearances of various tissues and organs are taught during the medical curriculum to enhance the understanding of the nature of disease. Assessment of identification and description of Histopathology images are commonly done during various exam processes. Traditionally, Histopathology has been taught using glass slides with the use of light microscopy. Further various studies have shown the advantages of using virtual slides, printed images and digitalized slides by replacing glass slides for Pathology teaching. The depth of Histopathology teaching for medical students has been always limited for them to imbibe basic concepts by whatever methods used in teaching. International Medical University (IMU) has been using high quality printed and digital Histopathology images for undergraduate medical course teaching during lectures, lab sessions and medical museum sessions (Image 1). To achieve better understanding and learning, there is a need for developing a structured and guided E-learning tool to aid in Histopathology image identification and description. The e-learning exercise was thus conceptualized and implemented. This exercise would also develop student centered and interactive learning.
Engage 09’ program showing the Histopathology sections
OBJECTIVES
To have a feedback on the current method of Pathology teaching where we use digital and printed Histopathology images
To develop a user friendly, simple and useful E-learning tool to help students understand and learn Histopathology
To validate the usefulness of E-learning tool by student feedback and evaluate their learning performance.
To compare the Histopathology exam responses from students before and after adaptation of E-learning tool.
Engage 09’ program showing the Histopathology sections with needed clinical vignette in a pop up area upon a click
METHODOLOGY
Feedback by questionnaire is obtained from medical students at IMU studying in their 2nd year on the understanding of Histopathological images currently used in teaching during lectures, lab sessions and medical museum sessions. (The results are not included in this poster)
E-learning tool is designed by Pathology faculty with the help of IMU center for E-learning using Articulate Global Inc program called Engage 09’.
The Histopathology images that are more suitable for undergraduate teaching are scanned from commonly used Pathology text books. The information on image source is included in the slide.
Student feedback is collected by questionnaire after their learning experience with this newly designed program.
Engage 09’ program showing the Histopathology sections with details on the point of interest
RESULTS
Engage 09’ program showing the Histopathology sections with added information for better understanding
CONCLUSION
Introspection on the current practices of Histopathology image teaching has given insight to areas that needs to be addressed.
E-learning tool used here is very convenient to prepare, upload and to assess the performance.
Students have found this tool
- Interesting: Involves their active participation
- Challenging: Need to answer spot quiz / question slides
- Easy access: The program can be made available on web portal
- Useful: Aids in their exam preparation and helps understanding the pathogenesis
The study needs to be expanded to a larger cohort of students and more data needs to be evaluated
Student’s performance data on OSPE histopathology image questions before and after using this E-learning tool is to be studied.
The possibility of this E-learning program to be extended to understand gross Pathology, Parasitology, Microbiology images etc needs to be seen.
Image 1: Shows the current method of students learning Histopathology. The fixed learning materials (FLM) are displayed during the lab and medical museum sessions. Students can gain less information without interaction with facilitator. Information provided is limited and with less markers. Promotes more of passive learning.
REFERENCES
Blake CA, Lavoie HA, Millette CF Teaching medical histology at the University of South Carolina School of Medicine: transition to virtual slides and virtual microscopes. Anat Rec (New Anat) 275:196–206.
Brisbourne MA, Chin SS, Melnyk E, Begg DA Using Web-based animations to teach histology. Anat Rec 269:11–9.
Cotter JR Laboratory instruction in histology at the University at Buffalo: recent replacement of microscope exercises with computer applications. Anat Rec 265:212–221.
Dee FR, Heidger P Virtual slides for teaching histology and pathology. In: Gu J, Ogilvie RW, editors. Virtual microscopy and virtual slides in teaching, diagnosis and research. New York: Taylor and Francis. p 141–149.
Goldberg HR and Dentzis R. The positive impact of team-based virtual microscopy on student learning in physiology and histology. Adv Physiol Educ 31: 261–265, 2007.
Kumar RK et al. Integrating Histology and Histopathology Teaching in Practical Classes Using Virtual Slides. Anat Rec (PART B: NEW ANAT.) 289B:128–133, 2006
ACKNOWLEDGEMENT
We would like to acknowledge the guidance and support received from IMU center for E-learning, medical museum and medical diagnostic lab services.