Incorporating Virtual Slides into Webbased Learning Modules and Laboratory Exercises

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Incorporating Virtual Slides into Web-based
Learning Modules and Laboratory Exercises

• Haviva M. Goldman, Ph.D.
• Department of Neurobiology Anatomy
• Drexel University College of Medicine

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Introduction

• Use of histological slides and microscopy in
  undergraduate medical education
• Microanatomy - 1st year
• Pathology -2nd year

• Interdisciplinary Laboratories
• Students work in groups
• Shared microscopes, monitors, videodisk players

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Two curricula

• Traditional (IFM)
• Integrated, modular, symptoms-based curriculum
• Microanatomy course taught over an 8 month
  period, integrated with several other courses
• Problem based (PIL)
• Microanatomy taught as part of an anatomy block
• 3 month intensive period, integrated with case
  vignettes
• Fewer hours of scheduled laboratory sessions

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Towards Virtual Microscopy

• Requirements
• Web-based Wireless Access
• Flexible and Customizable
• Ability to tailor slides and annotations towards
  either curriculum
• Began digitizing current slide collection (200
  slides) in 2004
• MBF Bioscience Virtual Slice Module for
  Stereoinvestigator
• MBF Bioscience Neuroinformatica server
• Open Source
• .jsp/.asp
• Server also houses University of Iowas (Dr. Fred
  Dee) collection

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• Integrate into current laboratory manual and
  website
• Dreamweaver
• Html and active server pages (ASP)

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Towards Virtual Microscopy

• Challenge Integrate virtual slides into the
  microanatomy course without losing independent
  learning component

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Introducing virtual microscopy IFM

• 2005 Two trial labs work our way backwards
• Currently 2/3 of the course available as virtual
  laboratories Complete next academic year.
• Microscopes and glass slides still available
  Usage encouraged.
• scavenger hunts
• Exams
• Organization of laboratory remains the same
• Students work in groups of 5 with instructor
  available for guidance.

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The Virtual Microscope
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The Virtual Microscope Web Interface
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Virtual Microscope
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Virtual Microscope
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Virtual Microscope
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Virtual Microscope
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Slide Orientation
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Gross-anatomy correlates
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Introduce new imaging modalities
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Focus Questions
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Embedded Annotated Review Questions
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Mystery Slides
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Results - IFM

• Overwhelmingly positive student feedback
• Individual students chose to use the resource in
  different ways
• preview vs. review
• Performance on exams unchanged

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• The virtual microscope was amazing. It actually
  encouraged our group to regularly attend MA labs
  because we were reassured that wed have time to
  get together and pool the resources of the
  tangible slides, videodisks, virtual microscope,
  and a professorIt didnt replace our use of the
  actual slides, but supplemented and reinforced
  what we were learning.
• The virtual slides are very nice to learn from,
  but I feel like there is something sacrificed in
  the process. Im not quite sure if its what you
  gain from searching the slide yourself, which has
  more of a problem solving aspect to it.

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Virtual Microscopy in PBL

• Virtual slides (some annotated/some not)
  available from the beginning of the course
• Self-study modules

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Case-based Microanatomy web page
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Self-Study Modules
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Practice Practical Exams
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Example Bone Formation Laboratory
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Results

• Students overwhelmingly prefer virtual slides
• But, with virtual slides introduced at the
  beginning of the course
• Lab attendance dropped
• Laboratory groups splintered
• group learning diminished

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Future

• Need more flexibility
• Allow student to choose annotation level (no
  annotation, hyperlinks, full annotation)
  rollovers quiz-mode
• Students make their own annotations
• Randomize slides for studying
• Facilitated review sessions rather than
  facilitated laboratories
• Students present structures
• New, mystery slides
• Review quizzes
• Need more virtual slides
• File format issues

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Future

• Different solutions for different curricula
• For PBL students, integrate microanatomy into
  their cases
• For IFM students, integrate microanatomy with
  other courses (e.g. physiology, gross anatomy)
  and preview for 2nd year pathology
• Encourage use of glass slides?
• Scavenger hunts
• Examinations include glass slides
• FUTURE checklist/passport on glass slides

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Acknowledgements

• Collaborators
• Dr. Janet Smith, Neurobiology Anatomy, DUCOM
• Dr. Judy Churchill, Neurobiology Anatomy, DUCOM
• Dr. Arnold Smolen, Technology in Medical
  Education, DUCOM
• Support
• Department of Orthopaedic Surgery, Drexel
• Drexel Professional Enrichment and Growth Award,
  2007-2008
• Additional assistance
• Drexel Co-op students Derek Rosensweig, Matt
  Snyder, Saad Masood
• The folks at MBF Bioscience, especially Doug
  Hoppes