Histology Course Research Articles

Pengaruh Media pembelajaran untuk meningkatkan minat belajar Histologi Mahasiswa Fakultas Kedokteran Universitas Malikussaleh Di Masa Pandemik Covid-19

The Covid-19 pandemic in Indonesia has changed various aspects of human life. one in the field of education, the entire campus must learn new methods online. To make learning easier online, learning media are needed. Learning media is a means of interaction between lecturers and students so that learning activities are more effective and efficient. The media can display information through sound, images, movement and color, both naturally and manipulated. With the media, learning objectives will be more easily achieved with the minimum of time and effort. Purpose: Thus the author seeks to determine the effect of the use of instructional media on student interest in learning in the histology course, Faculty of Medicine, University of Malikussaleh. Method: This research was a descriptive study with a cross sectional survey design. The sample in this study were all students who filled out a questionnaire at Malikussaleh University. The sampling technique used purposive sampling technique and data were obtained from primary data. Result: From the regression results, it can be seen that the learning media variable has a t-count value of 4,212, which is greater than the t-table of 1,671, with a significance of 0,000, which means less than 0.05. So it can be concluded that the learning media variable has a positive and significant effect on increasing interest in learning in medical students at UNIMAL

A core syllabus for histology within the medical curriculum-The cell and basic tissues.

The International Federation of Associations of Anatomists (IFAA) are developing core syllabuses for the anatomical sciences by means of Delphi panels. In this article, we provide the core subject matter for the teaching of the cell and of basic tissues within a medical histology course. The goal is to set an international standard providing guidelines for such a core syllabus. The Delphi panel, composed of members across multiple countries, required two rounds to evaluate 257 relevant items/topics approved by the IFAA. Based on the perception of the core knowledge of histology, the items were to be rated by each member of the Delphi panel as being "Essential," "Important," "Acceptable," or "Not required." Topics that were rated by over 60% of the panelists as being "Essential" and "Important" are provided in this article and are recommended for the teaching of medical histology.

Low-grade fibromyxoid sarcoma incidentally discovered as an asymptomatic mediastinal mass: a case report and review of the\xa0literature

BackgroundLow-grade fibromyxoid sarcoma (LGFMS) is a rare tumor characterized by bland histological features and aggressive clinical course. The most common anatomic locations of occurrence are the lower extremities, thorax, inguinal area, and upper limbs. Primary mediastinal sarcomas are even rarer. To the best of our knowledge, only seven cases of primary mediastinal LGFMS have been reported in the literature. Here, we report a case of primary mediastinal LGFMS.Case presentationA 26-year-old Pakistani man presented with fever and vomiting for the past 2 months. On a routine chest x-ray, a mediastinal mass was incidentally found. Computed tomography (CT) scan showed a large circumscribed lobulated soft tissue density mass lesion in an anterior mediastinum. Grossly, the resected mass measured 17.0 × 12.0 × 11.0 cm. The cut surface was gray white with a whorled-like appearance and foci of calcification and cystic changes. Histologically, a spindle cell lesion was seen with alternating myxoid and hyalinized areas. The shaped cells were arranged in bundles. Immunohistochemical staining showed positive reactivity patterns with MUC4 and focally for epithelial membrane antigen (EMA). The diagnosis was confirmed as LGFMS. The patient is free of symptoms and recurrence 22 months after the surgery.ConclusionIn conclusion, we report a rare case of primary mediastinal LGFMS in a young male patient that was discovered incidentally. Our patient is on regular follow-up to look for evidence of recurrence as these tumors are prone to recurrences.

НАУКОВО-ПЕДАГОГІЧНА ДІЯЛЬНІСТЬ КОЛЕСНИКОВА В. В.

Колесников Володимир Васильович – заслужений діяч науки, доктор біологічних наук, професор. Працював завідувачем кафедри гістології і очолював факультет ветеринарної медицини Одеського сільськогосподарського інституту. Він першим обґрунтував існування підтазового відділу черевної порожнини у деяких представників гризунів і комахоїдних, а також встановив етапи становлення придаткових зовнішніх статевих органів ссавців. В працях по морфології легень науковцем по-новому висвітлена функція бронхіальних шляхів і формування респіраторних відділів на прикладі дихальної системи великої рогатої худоби та коней.

Proton Pump Inhibitors and Radiofrequency Ablation for Treatment of Barrett's Esophagus.

Gastroesophageal Reflux Disease (GERD) is characterized by acid and bile reflux in the distal oesophagus, and this may cause the development of reflux esophagitis and Barrett's oesophagus (BE). The natural histological course of untreated BE is non-dysplastic or benign BE (ND), then lowgrade (LGD) and High-Grade Dysplastic (HGD) BE, with the expected increase in malignancy transfer to oesophagal adenocarcinoma (EAC). The gold standard for BE diagnostics involves high-resolution white-light endoscopy, followed by uniform endoscopy findings description (Prague classification) with biopsy performance according to Seattle protocol. The medical treatment of GERD and BE includes the use of proton pump inhibitors (PPIs) regarding symptoms control. It is noteworthy that long-term use of PPIs increases gastrin level, which can contribute to transfer from BE to EAC, as a result of its effects on the proliferation of BE epithelium. Endoscopy treatment includes a wide range of resection and ablative techniques, such as radio-frequency ablation (RFA), often concomitantly used in everyday endoscopy practice (multimodal therapy). RFA promotes mucosal necrosis of treated oesophagal region via high-frequency energy. Laparoscopic surgery, partial or total fundoplication, is reserved for PPIs and endoscopy indolent patients or in those with progressive disease. This review aims to explain distinct effects of PPIs and RFA modalities, illuminate certain aspects of molecular mechanisms involved, as well as the effects of their concomitant use regarding the treatment of BE and prevention of its transfer to EAC.

Desafios e possibilidades para o ensino superior: uma experiência brasileira em tempos de COVID-19

A pandemia causada pelo novo coronavírus adquiriu grandes proporções e seu impacto na sociedade tem se tornado cada vez mais significativo. No que diz respeito ao ensino, as instituições buscaram nas estratégias de atividades educacionais remotas, uma alternativa para manter seus alunos em atividade, minimizando as consequências que as políticas de isolamento social poderiam acarretar nas atividades acadêmicas. Este estudo, de caráter descritivo, qualitativo e quantitativo, do tipo relato de experiência, foi elaborado a partir da necessidade de adequação repentina das estratégias pedagógicas na Disciplina de Histologia e Embriologia do Curso de Odontologia de uma universidade pública brasileira. Objetivou-se expor as diferentes possibilidades de estratégias e ferramentas pedagógicas que têm sido utilizadas, bem como analisar o desempenho acadêmico e engajamento dos estudantes. Os docentes da Disciplina buscaram não apenas soluções emergenciais temporárias para dar continuidade à Disciplina, mas se esforçaram em recriar um novo modelo educacional, considerando o uso de metodologias ativas de ensino para uma aprendizagem significativa, mediante o emprego virtual de estratégias pedagógicas e ferramentas digitais, oportunizando o desenvolvimento da autonomia e a auto responsabilidade dos estudantes. Os resultados mostraram engajamento e desempenho promissores dos estudantes, porém este estudo é limitado aos dados em um curto período, tornando necessário o desenvolvimento de estudos longitudinais para avaliar efetivamente os impactos desse modelo educacional não apenas no engajamento e desempenho dos estudantes, mas na sua aprendizagem e na qualidade da educação.

Development of an interactive e-learning software “Histologie für Mediziner” for medical histology courses and its overall impact on learning outcomes and motivation

Objective: To develop and evaluate an interactive histology learning software for medical students in the preclinical study phase. The educational design of the software was based on current learning theory models, such as the Cognitive load theory, Cognitive theory of multimedia learning, and the ARCS model, so that the acquired knowledge can be repeated using a diversified design. Moreover, the learning effects achieved by using the software shall be evaluated. Apart from the software’s usability, the influence of the learning theory principles on the students’ motivation shall be assessed.Methodology: The software was evaluated using an experimental wait list control group with a pre-/post-test design (n=213). Depending on the group they were assigned to, students learned the histology contents of chapter “Liver, gall bladder, pancreas” using the traditional program of the Goethe University (n=65), the new interactive software (n=56), or without any of the two software versions (n=92). The influence of the different learning aids on the acquisition of knowledge was assessed with three questionnaires comprising four different multiple choice questions each. For the evaluation of the usability and motivational factors, a second test was added to the questionnaire of both software versions.Results: The interactive software was rated significantly better with regard to usability and motivational aspects than the traditional learning program (F(7, 113)=12.48, p<.001, partial η2=.436). Moreover, use of the interactive software resulted in a significant increase of knowledge acquisition as compared to the group of students who had learned without any of the two software versions (0.77, p=.001).Conclusion: With regard to the histology contents, usability was comparable to the official learning program. Interactive elements and the educational design contributed to an increase of the factors that are essential for intrinsic motivation. Thus, our program can be valuable tool to supplement the curriculum as an additional service.

Peer‐Evaluation in a Team‐Based Learning Curriculum: Investigating the Relationship between Peer‐Evaluation Scores and Team Rank

IntroductionMany medical school and health care professional curricula are incorporating teaching methods along with learning and assessment approaches, which aim to foster communication skills, professionalism, teamwork, and leadership skills. Team‐based learning (TBL) is a commonly used pedagogical approach to accomplish the flipped classroom and to foster professionalism, teamwork, and communication skills. Two components of TBL curriculum are 1) the utilization of peer evaluations for assessment purposes and 2) a team competition as an incentive structure. No standardized instrument exists for TBL peer evaluation and some studies have questioned the reliability and validity of the instruments for assessment purposes. Therefore, the objective of this study was to evaluate the relationship between averaged peer‐evaluation scores and rank in the team competition.MethodsTeams (n=5) within a TBL graduate histology course during the fall semester of 2018 were ranked weekly in a team competition following each of the 10 TBL sessions. Rank was calculated based on averaged individual readiness assurance test scores (iRAT), group readiness assurance test scores (gRAT), and group activity scores for each TBL and was updated throughout the semester. Students (n=31) conducted peer‐evaluations of their team members at two different points (mid‐ and end‐of‐semester). The instrument for the peer‐evaluation contained 10 items that assessed professionalism and team engagement (e.g., is well‐prepared for team activities) on a four‐point scale from never to always. This tool was developed based on recommendations for TBL peer evaluations in the literature. Spearman correlations were used to determine the relationship between peer‐evaluation scores and team rank at each time point. Alpha was set at p≤0.05.ResultsThere was a statistically significant (p=0.037) negative correlation between peer‐evaluation scores and TBL team rank at mid‐semester (r=−0.375) and stronger negative correlation existed at the end‐of‐semester (r=−.591, p&lt;0.001). In other words, students on teams with a lower rank tended to give their peers lower evaluation scores.Discussion and ConclusionThe relationship between the peer‐evaluation scores and the TBL team rank demonstrate a negative relationship. Thus, within this graduate level histology course utilizing the peer‐evaluation as a summative assessment may not be warranted as it may be unduly penalizing poor performing teams. Other courses utilizing team rank incentives may consider evaluating the use of peer evaluations as summative assessments. Furthermore, this study demonstrates a need for a standardized and reliable instrument for peer evaluations in a TBL curriculum.

An Innovative Approach to Accommodate Different Learning Needs in Medical Histology course

BackgroundMedical Histology teaching has changed drastically over the last decade from traditional microscopy to virtual microscopy. In this digital age, the way that students learn has changed as well. Many students prefer independent study and preparation over traditional mandatory lectures and laboratory sessions. However, due to the hands‐on nature of Histology lab, not all the students were able to learn how to recognize tissues by themselves. We sought to develop an approach that would accommodate students’ different learning needs without compromising the practical elements of Histology.DescriptionTulane Histology course has transitioned to team‐based learning (TBL) in the 2018–2019 school year. The preparation materials for TBL were provided online including the Histology lab guide. Students can choose to do the Histology lab independently at home. Option lab sessions associated with TBL preparation materials were offered to the students who preferred learning under faculty supervision. A survey was administered to 191 students from 2018–2019 who experienced the TBL with optional lab approach.ResultsStudent satisfaction was significantly higher after implementing TBL with optional lab approach (p&lt; 0.05; 3.79 &gt; 3.34). Most students reported the new method to be helpful for their Histology learning. With the same number of faculty involved in the Histology lab, the approach led to an increase of a faculty to student ratio. Faculty reported an improved quality of discussion with students and less time spent in the optional lab compared with the traditional laboratory teaching.ConclusionUsing an innovative approach of combining TBL with an optional lab, we manage to accommodate students with different learning needs, maximize students’ learning efficiency, increase the faculty to student ratio during the contact time, improve the interaction between faculty and students, decrease faculty total time spent in the lab and increase faculty satisfaction.

How students choose E-learning resources: The importance of ease, familiarity, and convenience.

Electronic learning resources are popular with today's students. However, how students choose their favorite e‐learning resources is not well‐understood. The popular SecondLook TM histology self‐review tool was offered in three different interfaces to students participating in two histology courses (Cell and Developmental Biology [CDB] 450/550 and DENT 510). These interfaces included PowerPoint files, an online website, and a mobile application (app). Identical in content, each interface had specific advantages and disadvantages with respect to compatible devices, user features, and access limitations. Upon the conclusion of the courses, students were surveyed about their interface preference, reasons for their selection, and general usage of the SecondLook TM resource. With a 91.4% overall survey participation rate, only 3 out of 213 participating students never used the resource. Many students (46.3% CDB 450/550, 62.9% DENT 510) tried only one interface, with PowerPoint being the most popular final choice (56.5% CBD 450/550, 65.7% DENT 510). Although the interactive website and mobile app offered additional user‐friendly features, they only garnered between 16% and 24% final popularity. “Convenience,” “larger screen,” and “easy to use” were most often reported as reasons for students’ interface preference. The accessibility of where and when the SecondLook TM resource can be used was also frequently cited. This availability encouraged some students to forgo other learning resources and to use the mobile app in distractive environments. The results of this study suggest that today's students are in fact less motivated to seek out high‐tech e‐learning resources than commonly believed and instead often select interfaces with which they are already familiar.

Early malaria infection, dysregulation of angiogenesis, metabolism and inflammation across pregnancy, and risk of preterm birth in Malawi: A cohort study.

BackgroundMalaria in pregnancy is associated with adverse birth outcomes. However, the underlying mechanisms remain poorly understood. Tight regulation of angiogenic, metabolic, and inflammatory pathways are essential for healthy pregnancies. We hypothesized that malaria disrupts these pathways leading to preterm birth (PTB).Methods and findingsWe conducted a secondary analysis of a randomized trial of malaria prevention in pregnancy conducted in Malawi from July 21, 2011, to March 18, 2013. We longitudinally assessed circulating mediators of angiogenic, metabolic, and inflammatory pathways during pregnancy in a cohort of HIV-negative women (n = 1,628), with a median age of 21 years [18, 25], and 562 (35%) were primigravid. Pregnancies were ultrasound dated, and samples were analyzed at 13 to 23 weeks (Visit 1), 28 to 33 weeks (Visit 2), and/or 34 to 36 weeks (Visit 3). Malaria prevalence was high; 70% (n = 1,138) had PCR-positive Plasmodium falciparum infection at least once over the course of pregnancy and/or positive placental histology. The risk of delivering preterm in the entire cohort was 20% (n = 304/1506). Women with malaria before 24 weeks gestation had a higher risk of PTB (24% versus 18%, p = 0.005; adjusted relative risk [aRR] 1.30, 95% confidence interval [CI] 1.04–1.63, p = 0.021); and those who were malaria positive only before week 24 had an even greater risk of PTB (28% versus 17%, p = 0.02; with an aRR of 1.67, 95% CI 1.20–2.30, p = 0.002). Using linear mixed-effects modeling, malaria before 24 weeks gestation was associated with altered kinetics of inflammatory (C-Reactive Protein [CRP], Chitinase 3-like protein-1 [CHI3L1], Interleukin 18 Binding Protein [IL-18BP], soluble Tumor Necrosis Factor receptor II [sTNFRII], soluble Intercellular Adhesion Molecule-1 [sICAM-1]), angiogenic (soluble Endoglin [sEng]), and metabolic mediators (Leptin, Angiopoietin-like 3 [Angptl3]) over the course of pregnancy (χ2 > 13.0, p ≤ 0.001 for each). Limitations include being underpowered to assess the impact on nonviable births, being unable to assess women who had not received any antimalarials, and, because of the exposure to antimalarials in the second trimester, there were limited numbers of malaria infections late in pregnancy.ConclusionsCurrent interventions for the prevention of malaria in pregnancy are initiated at the first antenatal visit, usually in the second trimester. In this study, we found that many women are already malaria-infected by their first visit. Malaria infection before 24 weeks gestation was associated with dysregulation of essential regulators of angiogenesis, metabolism, and inflammation and an increased risk of PTB. Preventing malaria earlier in pregnancy may reduce placental dysfunction and thereby improve birth outcomes in malaria-endemic settings.

Using online game-based platforms to improve student performance and engagement in histology teaching

BackgroundHuman morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment.MethodsIn an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 (n = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed.ResultsThe Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively.ConclusionThis study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

When Students Choose E‐learning Resources—the Importance of Ease and Convenience

Electronic learning resources are popular with today's students. How students choose their favorite e‐learning tools has not been investigated in detail and therefore is not well understood. The popular SecondLook™ (SL) Histology e‐learning self‐review tool was offered in three different formats to students participating in two different histology courses at the University of Michigan (CDB450/550 and DENT510). The SL formats included downloadable PowerPoint files, an interactive online website, and a mobile smartphone and computer tablet application (app). Identical in content, each format had specific advantages and disadvantages with respect to the types of compatible devices, user features, and access limitations. Upon the conclusion of their courses, students were surveyed about their format choices and reasons for their selection, as well as usage patterns. Only 3 out of 213 participating students (91.4% participation rate) reported not having used the SL resource. Many students (46% CDB450/550, 64% DENT510) tried only one resource format, with PowerPoint being the most popular final choice (56% CBD450/550, 64% DENT510). Although the interactive website and mobile app offered several user‐friendly features not available within the PowerPoint files, they each only garnered approximately 20% final popularity in both courses. “Convenience,” “larger screen,” and “easy to use” were given most often as reasons for students' PowerPoint software format choice. The flexibility of time and place to use the resource and availability of features were also named as factors in the format selection. The access to a mobile learning tool enticed some students to use this resource in distractive environments. It also encouraged some students to forgo other learning resources, specifically textbooks, and the course website. These results suggest that today's students are in fact less motivated to actively seek out novel, high‐tech learning resources than commonly believed and instead often select easy to use and convenient review tools with which they are familiar. The study received an exempt status from the University of Michigan IRB.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Does “See One and Do One” Work in Histology?: A Two‐Phase Cross‐Over Eye Tracking Study on Complex Histological Pattern Recognition Skills Acquisition

Histology, the study of tissues, is a visual subject that requires competency in pattern recognition. Histology education has evolved over the past several decades, driven by both the advent of technology like virtual microscopy and curricular changes in medical education which have significantly reduced classroom contact hours. As a result, much histology education now occurs in integrated curricula and uses a virtual platform to teach pattern recognition. Although the many advantages of virtual microscopy have been well documented, few studies have investigated how students acquire pattern recognition skills in histology. In a previous eye‐tracking study using simple blood smear visual fields, feedforward training – seeing how an expert scans a visual field to identify leukocyte types – seemed to help students gain visual literacy more efficiently, as evidenced by increased average fixation duration (eyes lingering on visually salient areas) and decreased scan path distance (less eye roaming). Expanding on this work, the goal of the current study was to investigate the educational efficacy of feedforward training in histology with much more complex systemic tissue images, containing significantly more visually salient regions and distractors. In a two‐phase cross‐over design, first year graduate students in a histology course were randomized into two groups: Group A and Group B. In the first phase, Group A was exposed to feedforward training with gastrointestinal tract tissue images over which an expert's eye scan paths were displayed, while Group B, as a control group, viewed the same series of tissue images but without the expert's scan paths. In the second phase, Group B was exposed to feedforward training with lymphatic system tissue images with the expert eye scan paths, while Group A served as the control group. In both phases, all other visual content, exposure time, and data collection tools were identical between the two groups. Participants were tasked to identify various organs or regions from series of relevant tissue images. During these tasks, participants' eye movements were recorded and analyzed to calculate identification accuracy and speed, and fixation number and duration. A total of 1848 data sets were collected following COMIRB No. 17‐1324 protocol and analyzed using MATLAB. Preliminary results reveal no significant differences in identification accuracy (t= −1.0914, p= 0.28808), identification speed (t= 0.18468, p= 0.85534), fixation number (t= 0.49266, p= 0.62762), or fixation duration (t=0.36483, p= 0.71906) between the experimental and control groups. The current study suggests that with more complex histological visual fields, the educational impact of feedforward training may be attenuated, and suggests a revised feedforward mechanism or alternate educational modalities for histology education should be explored.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Preferences versus Performances in a Hybrid Histology Course

Due to advancements and availability of technology, quality virtual histology slides are now readily accessible on‐line. While many studies have looked at the efficacy of using online technology to teach histology, to our knowledge, no one has done a hybrid course of both on‐line and live sessions. Thus it was our goal to directly assess the effect of learning from virtual versus live histology lecture and labs within single students and compare their performances to self‐reported learning preferences.A graduate histology class was designed in which every other session was taught either completely on‐line or live (both lecture and lab). At the beginning of the course, students were surveyed on their experience and bias with learning histology and technology. Questions from two exams were categorized based on their delivery (live and virtual) and performance on each was analyzed for each student who served as their own control. Overall feedback of the course was also collected.While 82% of students surveyed felt that a microscope was required to learn histology, and 75% felt like live sessions would be more conducive to learning, there was no significant difference on exam performance of questions despite the delivery. Students averaged 71% on questions related to material taught live compared to 78% on virtually taught material (p=0.33). The average difference of individual performance between live and virtual questions was 0.08. There was no difference between males and females.Despite initial hesitation about the efficacy of teaching a traditionally laboratory course virtually, the data equivocally shows that there is no hindrance to learning histology when the material is presented virtually. Further, individual students are able to adapt to both delivery styles within a single course.Support or Funding InformationnoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Color blindness in the medical workplace: Researchers are debating the role of color in disciplines such as pathology and working toward broader solutions to address color vision deficiencies among medical personnel.

Color blindness in the medical workplace: Researchers are debating the role of color in disciplines such as pathology and working toward broader solutions to address color vision deficiencies among medical personnel.

The Importance of Guidance: Teaching Histology with an Interactive Virtual 3D Tool of the Renal Corpuscle

BackgroundHistology education classically relies on two‐dimensional (2D) sections where students are challenged to tacitly translate their 2D observations into a three‐dimensional (3D) understanding of complex structure‐functional relationships at the microscopic level. To overcome this cognitive hurdle, we previously generated a virtual 3D model of the renal corpuscle (RC) from serial histological sections and developed an interactive virtual 3D Histology learning tool (VHLT). The tool enables users to explore, listen, and read descriptions about a serially sectioned and digitally segmented RC. In addition, 2D serial ultramicrotome sections are superimposed over the 3D model and viewable in 3 orthogonal planes. This highly interactive interface allows users to freely rotate, zoom, and modify it by highlighting histological features, scroll through serial sections with or without the integrated model. Previously, the VHLT demonstrated improved student test results with low prior histology knowledge and those with low spatial ability. The current study explores how metacognitive guidance and learning preference affects student success. Specifically, we hypothesized students using the VHLT with guided instruction would perform better on post‐tests than unguided students using the VHLT and better than a control group using a traditional laboratory approach (2D Virtual Slide Box). All groups followed the same learning objectives. In addition, perceived student learning preference was considered in relation to the type of learning tool used. Participants (n62, 42F, 20M) in a large 3rd‐year introductory Histology course were categorized into learning preferences using the VARK model (visual, aural, read/write, kinesthetic, or multi‐modal) and completed a pre‐knowledge test of the histology of the RC. Using a VARK‐balanced allocation, learners were assigned to 2 experimental groups: guided instruction (GI), free exploration with the VHLT (UGI), and a control group (C). Average pre‐test histology scores across the 3 groups were 8.7±3.9, 7.4±2.8 and 7.8±2.7 for GI, UGI, and C groups respectively, with scores ranging from 3/30 to 15/30. During use of the assigned tools, investigator field notes and time on task were collected. The learning exercises took place in a laboratory environment where 3–10 students worked at computers. One week later, learners completed a post‐knowledge test that evaluated learning outcomes by comparing the change in test scores between pre‐ and post‐test. A questionnaire sampled learner preference with respect to their level of guidance and learning tool. Preliminary post‐knowledge test scores showed significant increases compared to pre‐test scores (14.8±3.7 for GI, and 13±5.4 for UGI, with scores ranging from 6/30 to 24/30). We predict that our data will reinforce the importance of metacognitive teaching approaches when using novel pedagogic tools. We also predict that guidance removes any potential differences that may appear in unguided uses where student learning preference may become a factor. This study will highlight how current and novel learning tools in histology education can be pedagogically potentiated through metacognitive adjustments in the organization of the undergraduate curriculum.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Digital vs Paper Histology Lab Exams: Pros and Cons

The histology and oral histology faculty have converted traditional histology lab exam slides into digital exams for oral and general histology courses using the ExamSoft program. In the last 15 years, the labs were converted to virtual microscopy and lab exams were converted to timed PowerPoint presentations (45 seconds/slide) with a fill‐in‐the‐blank (FITB) answer sheet. Our goal was to convert the PowerPoint/FITB format (paper) to a digital exam with multiple choice (MC), FITB, and choose the best image question formats. A second goal was to compare the paper exam to the digital exam outcome for 2 courses, oral histology and general histology. We also compared student performance with different question formats. Many issues were addressed to produce questions used on many test taking platforms (ipad, apple and PC computers). Question construction and type, image attachment, grading options, categories and tags were parameters we considered. We produced 3 lab exams for each course. Parameters that have to be established early are image indication of test structure (outlined, pointed to or numbered), with distinct labels for multiple questions. FITB questions were used, and all acceptable answers could be selected from the student responses, which delays immediate scoring. We also used a question stem with images as answer choices. Advantages of the digital format include faster grading, item analysis, student outcome reports by category with images attached. The grading process was clear to the students and faculty. The category tag made it possible to mix lab and lecture exam questions in the same assessment. Comparing the oral histology lab exams, the mean was 10% higher in the digital format for the first exam, 3% lower for the second exam and less than 2% lower for the third exam. Comparing the general histology lab exams: the mean grade for the digital format was 8% less in the first exam, 1% less in the second exam and 5% higher in the third exam in the 2017 class (n~103) compared to the 2016 (n~102) class. Although we recorded these changes in exam performance, it was difficult to compare students from different academic years as each student group is unique. The faculty thought the digital exams were comparable to paper, and the advantages of data provided by the digital format was valuable. Student comments were generally positive for the digital format, because taking the lab exams on computers provided the option of zooming the images and having more time to answer. They could also revisit a question several times, something they were unable to do in a timed PowerPoint format. Students also liked the exam reports as they contained the image. Overall, the faculty and students had suggestions and comments to improve the exam format, but preferred digital to the paper exam format.Support or Funding InformationBiomedical Sciences DepartmentThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Sec62/Ki67 and p16/Ki67 dual-staining immunocytochemistry in vulvar cytology for the identification of vulvar intraepithelial neoplasia and vulvar cancer: a pilot study.

The aim of this study was to analyze the diagnostic performance of a newly established immunocytochemical dual-staining protocol for the simultaneous expression of SEC62 and Ki67 in vulvar liquid-based cytology specimens for the identification of vulvar intraepithelial neoplasia (VIN) and vulvar cancer. In addition, we investigated the p16/Ki67 dual stain, which has already been established in cervical cytology. For this pilot study, residual material from liquid-based cytology was collected retrospectively from 45 women. The presence of one or more double-immunoreactive cells was considered as a positive test result for Sec62/Ki67 and p16/Ki67 dual staining. The test results were correlated with the course of histology. All cases of VIN and vulvar cancer were Sec62/Ki67 and p16/Ki67 dual-stain positive, and normal and low-grade squamous intraepithelial lesions were all negative. The sensitivity of cytology for VIN + cases was 100% (22/22), whereas punch biopsy classified one case of vulvar carcinoma as inflammation. All cases with high-intensity (grades 3 and 4) Sec62 staining in Sec62/Ki67-positive cases were carcinomas. The results of this study demonstrate that Sec62/Ki67 and p16 Ki67 dual-staining cytology could be a promising adjunctive diagnostic tool for VIN and squamous cell carcinoma, in addition to standard histology.

Perspectives in Professional Education: Reassessing courses required for admission to colleges of veterinary medicine in North America and the Caribbean to decrease stress among first-year students.

OBJECTIVE To identify courses in which first-year veterinary students struggled academically and to survey veterinarians as to their opinions on existing prerequisite courses and proposed alternatives. DESIGN Electronic surveys. SAMPLE Associate deans for academic affairs at colleges of veterinary medicine and practicing veterinarians in North America and the Caribbean. PROCEDURES Surveys were sent to associate deans of academic affairs seeking information on courses in which first-year veterinary students most commonly struggled academically. The 6 courses most commonly listed as prerequisites for admission to veterinary college were identified, and practitioners were asked to rank the relative importance of those courses for preparing students for veterinary college and to rank the importance of 7 potential alternative courses. RESULTS Data were obtained from 21 associate deans and 771 practicing veterinarians. First-year veterinary students most commonly struggled academically in anatomy, physiology, and histology courses, but these courses were rarely included as prerequisites for admission. Practicing veterinarians agreed that anatomy and physiology should be considered as possible alternatives to 1 or more current prerequisite courses, such as organic chemistry and physics. CONCLUSIONS AND CLINICAL RELEVANCE First-year veterinary students commonly encountered academic difficulties in anatomy, physiology, and histology. Because few surveyed veterinary colleges include these courses as prerequisites for admission, many students were exposed to this material for the first time as veterinary students, potentially adding to their academic difficulties and causing stress and anxiety. To help address this situation, veterinary colleges might consider replacing 1 or more current prerequisite courses (eg, organic chemistry and physics) with anatomy, physiology, and histology.