Keeping histology students under the microscope during Covid‐19 lockdown: Lessons learned from the University of Genoa

Anatomical Sciences Education, Год журнала: 2021, Номер 15(1), С. 86 - 88

Опубликована: Ноя. 10, 2021

To the Editor, Anatomical Sciences Education: We have read, with great interest, articles published recently in Education that describe histology education during Covid-19 pandemic (Evans et al., 2020; Caruso, 2021; Cheng 2021a, b; Somera Dos Santos 2021). As educators at University of Genoa, we would like to add our perspective these conversations. At undergraduate human anatomy course is divided into three sections: musculoskeletal anatomy, systematic (including topographic and microscopic anatomy), neuroanatomy. The first two sections are taught year neuroanatomy second-year curriculum. In Italian universities, a histologist describes structure function cells tissues, anatomists provide hands-on look organs through use traditional light microscopes. This strategy believed be effective as student learning based on presented under microscope. this way “analytical observation” skills built students examine tissue preparations microscope relate observations didactic knowledge provides key characteristics functions organ. For reason, has practical laboratory component tests visual recognition specific cells, organs. Prior pandemic, each had access sets glass slides, binocular microscopes, faculty members who were hand address questions. These sessions accounted for 32 h first-year medical Unfortunately, last academic years courses could not held face-to-face due (Government Italy, 2020). Digitization been embraced patient care arena an avenue reaching patients distance, but its development field lacking (de Carvalho Filho Fortunately, recent years, schools increasingly combined teaching methods computerized particularly anatomical sciences (Cheng Cuschieri & Calleja Agius, Lee accelerated digitization necessary engaging online formats (Pather Smith Pawlina, However, lessons present challenges previously emphasized microscopy experience. Anatomists innovative, engaging, creative, multimodal means stimulate proactive learning. aim only involve (Longhurst Donkin Rasmussen, 2021) also align goals profession (Durrani Saverino, Based reports from literature, distance-learning instructors employing several strategies they prepare virtual sessions. Especially histology, many videoclips images descriptions asynchronous Others used simulations, such Labster (Labster, ApS, København K, Denmark); McGraw-Hill Connect (McGraw-Hill Education, New York, NY); Howard Hughes Medical Institute (HHMI) Biointeractive (HHMI, Chevy Chase, MD), (Mione 2013; 2017; Alvarez, Virtual simulations reach large number simultaneously, enable experiences run limited teachers, eliminate biosafety concerns, engage digital-age more effectively (Pyatt Sims, 2012; Darici simulation platforms unfortunately prohibitively expensive some institutions. Thus, Genova, took different path. aimed recreate experience much possible Our equipped camera. captured by camera distributed live transmission all using Microsoft Teams (Microsoft Corp., Redmond, WA) communication platform. digital imaging station was made up Leica DM750 (Leica Microsystems GmnH, Wetzlar, Germany) mounted Flexacam C1 12 megapixels CMOS sensor Germany). A MacBook Pro 16″ laptop computer (Apple, Inc., Cupertino, CA) Acquire software, version 3.4 provided acquisition, analysis, processing high-quality images. technology offered high level interactive functionality collaborative potential (Hang 2015). Through setup, observed slides if person: “The teacher's eye become connected students.” slide, overview organ low magnification, then further details higher magnification. addition, recordings available students. During method teach approximately 250 per year. beginning transmissions, experienced poor Internet connections slow between which created difficulties. resolved internet connection speed asking turn off cameras microphones pausing end slide any questions or clarifications. Similarly, problems examinations keep when personally taking oral examination. Finally, solved installing newest update image acquisition program, 3.4.6, released 2020 advice technicians. addition new format natural comparison compared performances pre-pandemic (n = 488 classes) against classes 495 classes). Students' measured Genoa's custom-made, anonymous, evaluation tool. utilizes five-point Likert scale open-ended free text Students answered following: “I participated following frequency:”, “Rate (from 1 5),” “How did you methodology (in terms compatibility, quality, clarity, etc.),” “Are overall satisfied about quality course?” Additional asked course: implemented tools possibility view questionnaire tools, commentary function, “Did technical issues class?,” elements helped me learning: (1) annotations, (2) Availability recorded lessons, etc.” Most (85%) appreciated exercises. Interestingly, considered both transmissions directly microscope, allows them interact teacher, (97%) most useful. appreciation greater cohort (84% vs. 81%, respectively). described resulting lack interpersonal interactions. work highlighted socializing person studying other important cannot replaced (Barry, 2016). formats, final examination tested structures administered pandemic. examining professors same formats. parts. portion, identified seen format, directed appropriate fields allowed relevant structures. one correctly passed part moved second portion. Here, orally their topographical anatomy. Both oral, grade portions account. 95% (470 out students) successfully attempt. Importantly, similar pass percentage obtained prior (before pandemic) exercises (92% scored positively attempt, 449 488, P < 0.001 one-tailed t-test, unpaired equal variance). results indicate histology/microscopic can benefits performance (Amer Nemenqani, forced teachers quickly reconfigure setting, prolongation improvement optimization intent letter suggest anatomy/histology should delivered exclusively virtual, rather fast, low-cost, in-house converting hope innovation delivery gained thus employed future achieve optimal integration activity

Язык: Английский

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“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum

Anatomical Sciences Education, Год журнала: 2022, Номер 16(2), С. 237 - 251

Опубликована: Сен. 19, 2022

Efforts to integrate the basic sciences into ever-changing curriculum are a trending area of research in health professions education. Low-stakes, high-frequency assessment methods such as progress test now widely implemented United Kingdom and Northern Ireland means furthering curricular integration toward contemporary goals competency professional identity formation. The anatomy educator's experience vis-à-vis these changes is not well understood. This study aimed explore how educators make sense shifting demands their role. interviews were semi-structured, particularly concerned with phenomenon teachers adapting complexity learning environment. used interpretative phenomenological analysis (IPA) focus on lived experiences participants coping phenomena question: do environment Kingdom? Interviews transcribed verbatim interpreted inductively, identifying four key themes: confidence through connectedness, variations appraisals integration, managing expectations perform paradoxical situations, emergence innovative teaching. Results point complex system highlight importance feeling support from connection colleagues, enabling individual develop confidence, meet top-down changing curricula, personal development uncertainty tolerance within IPA offers insight whose experiential interpretations can uniquely inform stakeholders

Язык: Английский

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Teaching human anatomy before during and after COVID‐19 pandemic: A longitudinal study on kinesiology students' performance, cognitive load, and congruent embodied learning

Anatomical Sciences Education, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 21, 2024

Abstract During the COVID‐19 pandemic, anatomy educators have demonstrated their ability to respond face‐to‐face (F2F) teaching restrictions and offer emergency remote learning (ERTL) approach. Another educational model that was intensified during blended (BL) which is a combination of F2F online settings. Studies on effects methods employed pandemic students' outcomes are sparse show slightly similar but nuanced results. There poor evidence how transition online‐only or BL in response impacted performance, cognitive load, embodied learning. The main aim this longitudinal study evaluate effectiveness ERTL performance kinesiology students. second better understand terms load learning, use 3D digital tools. results indicate no significant differences between students’ performance. However, yielded significantly for students comparison with both ( p = 0.001) cohort 0.001). rapid neither enhanced nor deteriorated modality appears be most efficient. Learning were discussed relation

Язык: Английский

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Using design thinking to create and implement a 3D digital library of anatomical specimens

Clinical Anatomy, Год журнала: 2024, Номер unknown

Опубликована: Июнь 28, 2024

Abstract Design thinking (DT) is a five‐stage process (empathize, define, ideate, prototype, and test) that guides the creation of user‐centered solutions to complex problems. DT in common use outside science but has rarely been applied anatomical education. The this study identified need for flexible access specimens anatomy laboratory guided digital library three‐dimensional (3D) ( 3D Anatomy Viewer ). To test whether resource was fit purpose, mixed‐methods student evaluation undertaken. Student surveys n = 46) were employed using system usability scale (SUS) an unvalidated acceptability questionnaire. These verified usable (SUS 72%) acceptable (agreement range 77%–93% on all Likert‐type survey statements, Cronbach's alpha 0.929). Supplementary interviews 5) analyzed through content analysis revealed three main themes: (1) credible online supplementary learning resource; (2) with realism interactivity; (3) user recommendations expanding number models, questions, gamification elements. data demonstrate framework can be successfully education practical resource. educators should consider employing where student‐centered learner needs are required.

Язык: Английский

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Using represented bodies in Renaissance artworks to teach musculoskeletal and surface anatomy

Anatomical Sciences Education, Год журнала: 2023, Номер 17(1), С. 24 - 38

Опубликована: Авг. 12, 2023

Abstract Surface anatomy is an important skill for students in preparation patient care, and peer examination often used to teach musculoskeletal surface anatomy. An alternative pedagogical approach use bodies represented artworks. Represented display fictive anatomy, providing with the opportunity apply their knowledge think critically when evaluating anatomical fidelity of a body. elective course at University Michigan enabled undergraduate analyze depicted Renaissance Students traveled Italy 2018 ( n = 14) 2022 15) portrayed artistic sculptures structures wax models sculpted skeletons. In assignments, were asked identify as context created by Italian artists assess The also applied describe body position evaluate muscle function assessments accuracy or inaccuracy reported that artworks supported learning critical thinking skills improved course. Evaluation effective can be implemented art museums adjunctive experience deepen students' further develop skills.

Язык: Английский

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A quality improvement apprenticeship: Gross anatomy in the time of Covid‐19

Anatomical Sciences Education, Год журнала: 2022, Номер 15(5), С. 970 - 979

Опубликована: Июль 27, 2022

The study of anatomy is a team-driven field in which instruction occurs small groups the laboratory with one faculty member guiding students through each anatomical region. One experience may include several group instructors simultaneous learning session. In comparison, education future gross anatomists often happens an apprenticeship model, where optimal outcomes are met training experienced mentor. It was vision authors to further their initiating inter-institutional exchange apprentice innovative mentors order bring new ideas back own courses. Southeastern Conference, consortium Universities Southern region United States associated intercollegiate sports, has host academic initiatives addition athletic emphasis. Conference Faculty Travel Program mechanism by organization promotes scholarly excellence. this case, provided way for from University Kentucky visit nearby institution, Vanderbilt University, and learn like-minded educators, goal incorporating changes courses geared toward quality improvement. After implementation, positive themes emerged student feedback on course evaluations. However, collaboration interrupted onset Covid-19 pandemic. This article examines strengths interinstitutional benefits such practices time accelerated change instruction.

Язык: Английский

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Back to the past: Are anatomy online classes reminiscent of the anatomy theaters of old?

Anatomical Sciences Education, Год журнала: 2021, Номер 14(5), С. 525 - 527

Опубликована: Авг. 7, 2021

Many people would be aware of the famous oil painting “Anatomy Dr Nicholaes Tulp” by Rembrandt van Rijn, which can viewed at Royal Picture Gallery Mauritshuis in Hague, The Netherlands. It was commissioned for Amsterdam Guild Surgeons 1632 (Ingham, 2010). Tulp, a practicing physician and surgeon, that time appointed as Praelector Anatomy charge public dissections. What is remarkable about this (despite some anatomical errors) master strokes displaying details muscle function. For instance, Tulp elevates flexor digitorum superficialis dissected forearm with his right hand to demonstrate movements produced (flexion digits) left (Mellick et al., 2007). Remarkably, lesson conducted an anatomy theater during live demonstration autopsy on criminal Adriaen Adrianson, who condemned death hanging (Afek 2009). Although many experts have opined not true depiction how dissection performed, but rather dramatization actual scene accentuate persons fascinating work art has been acclaimed worldwide (Parker, 2014). word “theater” derived from ancient Greek language (θέατρον) (theatron, means “a place viewing”) θεάμαι (theaomai, “to see”, watch”, or observe”) (Macchi Following construction first temporary Padua 1594, beautiful permanent theaters were subsequently built, such those Bologna, Venice, Paris, other European cities where designed allow audience see demonstrations listen professor's commentary (Papa 2019; Marre Villet, 2020). dissections, lasted three days held carnival-like atmosphere, played significant role history medicine, renowned teachers imparting their knowledge captivated (Brockbank, 1968; Ferrari, 1987). Interestingly, only comprised students interest medicine also included fishmongers, shoemakers, tailors, carnival goers (Klestinec, During Renaissance, discipline thought “artistic spiritual exploration life, suffering, death” Vaccarezza, 2013). Yet, period gave birth era scientific human anatomy, publication De Humani Corporis Fabrica Andrea Vesalius Vaccareza, Vesalius, acknowledged father modern known conduct dissections Bologna Stolberg, 2018). In fact, believed had strong influence William Harvey's discovery blood circulation (Bylebyl, 1979). Fast forward into 2021, severe acute respiratory syndrome coronavirus-2 (SARS Cov-2) infected 198,861,345 individuals globally, resulting 4,234,771 deaths (CSSE, 2021). response urgent need curb spread disease measures reducing social interactions, educational courses, including moved line. Covid-19 resulted less optimal environment learning (Evans 2020; Franchi, there shortage cadavers due decreased number body donors made worse pandemic, suspension donor programs countries United Kingdom (Singal Brassett Saverino, 2021), India (Ravi, 2020), Spain (Manzanares-Céspedes limited access rooms. After all, practical, hands-on, experience-based subject (Brassett Pather cadaveric touted gold standard knowledge, they learn intricacies hands-on structures (McLachlan 2004; Ghosh, 2016; Hence, concern quality education could affected (Franchi, Iwanaga rapid move traditional face-to-face classes online learning, necessitates effective integration e-learning platforms innovative technologies augmented reality virtual reality, enhance 3D (Moro 2017; Chytas Uruthiralingam Rea, There development pedagogies educators present more opportunities students, impacting acquisition (Hew survey multiple professional associations educators, comprising members mainly States international participants, Harmon al. (2021) noted in-person lectures markedly (76% before Covid vs. 8% Covid-19), while lecture delivery showed increase 11% (before Covid-19) 67% (during Covid-19). As practical are online, lecturer inevitably become center piece attention. This brings mind parallel comparison old, professor lecturing elevated chair, assistant demonstrated various cadaver (Lind, 1975). Facing camera deliver his/her class, now akin actor performing scenic space, transformed remote “learning space” (audience) (de Carvalho Filho 2020, Rembrandt's called “performative act” Incorporating practices medical new (Unalan 2009; McCullough 2012; Hobson 2019). Actors involved teaching communication clinical skills long (Shapiro Hunt, 2003; Kohn 2011; de Filho, Like stage, adopt principles acting “leverage nonverbal communication, generate awareness language, understand hidden meanings silence” Furthermore, enunciated same authors, lecturers concept “scenic intelligence,” defined capacity self-assess direct themselves real time. Moreover, techniques, improvisational spontaneously almost entirety (Hobson 2019), teaches practitioners prepare unpredictability (Watson, 2011). Augusto Boal, Brazilian director, considered pedagogy—a way co-construction building awareness, motivating reflection, preparing action (Boal, 1979; pandemic currently continues unabated emergence variants virulent than original SARS Cov-2 virus escape vaccine-induced neutralizing antibody responses (Gómez 2021; Hoffmann accelerate vaccination reduce burden Covid-19, possibility efficacy vaccine may reduced against evolving variants, perchance give rise “pandemics within pandemic” (Boehm However, life must go on, advised continue vigilant practice protective measures, distancing avoiding crowded places (WHO, “new normal” buzz day. no doubt caused disruptions posed challenges technical staff (in preparation materials), resources (access software support teaching) presented pedagogy digital media production we transition unprecedented time, likely used protracted is, therefore, academics adapt flexible, accepting fact changed (Pather example use studio high-quality, real-time, live-feed transmissions laboratory 2021) combined technology-based approaches, immersed alternatives (Iwanaga regard, theatrical applied teaching.

Язык: Английский

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Repensando el proceso de enseñanza-aprendizaje de la morfología en el mundo post-pandemia

ARS MEDICA Revista de Ciencias Médicas, Год журнала: 2021, Номер 46(4), С. 60 - 65

Опубликована: Дек. 23, 2021

Las ciencias morfológicas incluyen el estudio de tres disciplinas que analizan cuerpo humano: la anatomía macroscópica, histología y embriología, las cuales forman parte central del ciclo básico en todas carreras salud. El aprendizaje morfológico ocurre laboratorio se basa disecciones cadavéricas, preparaciones histológicas o muestras desarrollo embrionario, con propósito lograr una adecuada compresión características morfoestructurales humano. Sin embargo, pandemia por SARS-CoV-2 significó un cambio profundo forma enseñar, incorporando métodos enseñanza-aprendizaje utilizados durante estrategias como los microscopios virtuales, atlas interactivos videos disecciones, lo ha llevado a algunos cuestionar necesidad utilizar laboratorios morfología. La educación virtual aparecido alternativa factible mantener post-pandemia, sin paso es irreemplazable formación profesionales salud, permitiendo otras competencias más allá aplicación conocimiento. morfología seguirá siendo piedra angular desafío través innovación creatividad incorporamos nuevas tecnologías digitales, agregando nuevo valor al esta disciplina.

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