Passive Lecture Research Articles

Transforming histology students from passive lecture listeners into active lecture learners.

Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.

Use of Social Learning Tools Improves Engagement and Performance in Undergraduate Medical Physiology Education

Objective: We sought to increase engagement, reduce cognitive load, and foster self-directed learning while potentially improving exam performance by incorporating a social annotation tool (SAT) into a flipped classroom setting in an undergraduate medical education curriculum. Hypothesis: We hypothesized that using the SAT (Perusall) as preparatory material for a flipped classroom would increase engagement and academic performance compared to using a pre-recorded lecture video when teaching cardiovascular physiology. Methods: Within a first-year undergraduate medical physiology course, students (n=125) used the SAT to annotate assigned cardiovascular physiology readings before a flipped classroom session. This strategy was compared to the common practice of providing students with a pre-recorded lecture. Students took an assessment before and after to assess knowledge acquisition and engagement with both formats. Results: The SAT intervention identified an average time spent engaged with the material of 142.1 minutes ( n=125), with a pre- and post-assessment score improvement of approximately 20.25% (61.5% vs 82%; n=81). The pre-recorded one-hour lecture found that students engaged with the material, on average, for 51.45 minutes, corresponding to an average of 91% video completion. Findings from this lecture intervention showed the pre- and post-assessment scores improved by an average of 5% (71% vs. 76%; n=80). A paired sample t-test identified a significant difference between the percent improvement between quizzes for SAT (M=19.71, SD=26.374) and percent improvement for recorded lecture (M=6.57, SD=26.369); [t(69)=3.450, p=0.001]. The use of SAT enhanced academic performance in midterm and final exams. The average performance in questions that mapped back to the flipped classroom utilizing SAT text was 91% (n=6) , as compared to an average performance of 73% to those questions that mapped back to the online pre-recorded lecture (n=11 ). Conclusions: Incorporating SATs into a flipped classroom model increased engagement and academic performance versus passive lectures when teaching medical physiology. Our study provides support to the use of social learning tools to enhance active learning in undergraduate medical education. none. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

회계전공자의 플립러닝(Flipped Learning) 학습 효과에 관한 연구

[Purpose] It is a study to analyze whether the flipped learning teaching method, which is a student－centered active learning method, is effective. The purpose of this study is to analyze whether an active self－directed flipped learning teaching method for students has a learning effect on accounting majors in the existing teaching－oriented passive lectures. [Methodology] In fact, the learning effect of learners on flipped learning classes of students who took flipped learning classes for a semester was empirically analyzed through a survey. [Findings] As a result of empirical analysis, first, in order to determine the reliability of the population of the questionnaire, most of the Cronbach’s alpha values were 0.7 or higher, indicating high reliability. Second, as a result of univariate empirical analysis of learners’ satisfaction with flipped learning classes, it was found that time convenience (TC), locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC) all had a significant positive (＋) effect. Third, as a result of multivariate empirical analysis, learners’ satisfaction with flipped learning classes was found to have a significant positive (＋) effect on locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC). [Implications] Considering the characteristics of accounting majors, research on learners’ satisfaction through flipped learning classes is expected to serve as an opportunity for future accounting major classes to develop into various online teaching methods that can increase learners’ self－directed satisfaction rather than cramming education.

Impact of familiarity with the format of the exam on performance in the OSCE of undergraduate medical students – an interventional study

BackgroundAssessments, such as summative structured examinations, aim to verify whether students have acquired the necessary competencies. It is important to familiarize students with the examination format prior to the assessment to ensure that true competency is measured. However, it is unclear whether students can demonstrate their true potential or possibly perform less effectively due to the unfamiliar examination format. Hence, we questioned whether a 10-min active familiarization in the form of simulation improved medical students´ OSCE performance. Next, we wanted to elucidate whether the effect depends on whether the familiarization procedure is active or passive.MethodsWe implemented an intervention consisting of a 10-min active simulation to prepare the students for the OSCE setting. We compared the impact of this intervention on performance to no intervention in 5th-year medical students (n = 1284) from 2018 until 2022. Recently, a passive lecture, in which the OSCE setting is explained without active participation of the students, was introduced as a comparator group. Students who participated in neither the intervention nor the passive lecture group formed the control group. The OSCE performance between the groups and the impact of gender was assessed using X2, nonparametric tests and regression analysis (total n = 362).ResultsWe found that active familiarization of students (n = 188) yields significantly better performance compared to the passive comparator (Cohen´s d = 0.857, p < 0.001, n = 52) and control group (Cohen´s d = 0.473, p < 0.001, n = 122). In multivariate regression analysis, active intervention remained the only significant variable with a 2.945-fold increase in the probability of passing the exam (p = 0.018).ConclusionsA short 10-min active intervention to familiarize students with the OSCE setting significantly improved student performance. We suggest that curricula should include simulations on the exam setting in addition to courses that increase knowledge or skills to mitigate the negative effect of nonfamiliarity with the OSCE exam setting on the students.

Headache Over Heels: CT Negative Subarachnoid Hemorrhage.

This simulation is intended for MS4 or PGY-1 learners. Both headache and syncope are common chief complaints in the emergency department (ED); however, subarachnoid hemorrhage (SAH) is uncommon (accounting for 1-3% of all patients presenting to the ED with headache), with near 50% mortality.1-3 It is important to recognize the signs and symptoms that point to this specific diagnosis. Once subarachnoid hemorrhage is suspected, it is critical to understand the appropriate workup to diagnose SAH, depending on the timing of presentation. Once SAH is diagnosed, appropriately managing the patient's glucose, blood pressure, and pain is important. By the end of this case, the participant will be able to: 1) construct a broad differential diagnosis for a patient presenting with syncope, 2) name the history and physical exam findings consistent with SAH, 3) identify SAH on computer tomography (CT) imaging, 4) identify the need for lumbar puncture (LP) to diagnose SAH when CT head is non-diagnostic > 6 hours after symptom onset, 5) correctly interpret cerebral fluid studies (CSF) to aid in the diagnosis of SAH, and 6) specify blood pressure goals in SAH and suggest appropriate medication management. High-fidelity simulation was utilized since this modality forces learners to actively construct a differential for syncope, recognize the possibility of subarachnoid hemorrhage, recall the need for lumbar puncture, and talk through management considerations in real time as opposed to a more passive lecture format. Twenty emergency medicine residents and medical student learners completed the simulation activity. Each learner was asked to complete an eight question post-simulation survey. The survey addressed the utility and appropriate training level of the simulation activity while also including an open-ended prompt for suggestions for improvement. Five PGY3, four PGY2, four PGY1, and seven medical students completed the survey. Ninety-five percent felt that the case was more helpful in a simulation format than in a lecture format. All learners felt that the simulation was an appropriate level of difficulty. Of the comments received, a few learners noted they preferred more complexity. Overall, the educational content was effective in teaching about the SAH diagnostic algorithm, CSF interpretation, and blood pressure management in SAH. Overall, learners very much enjoyed the activity and felt it was appropriate for their level of training. The most common constructive feedback was to include more specific neurologic findings on physical examination to help guide the student to the diagnosis of SAH. Syncope, subarachnoid hemorrhage, cerebrospinal fluid interpretation, lumbar puncture, intracranial bleed, blood pressure goals and management.

Adding interactive face-to-face lectures to passive lectures effectively reduces radiation exposure during atrial fibrillation ablation

BackgroundRadiation exposure remains a major concern for electrophysiologists and patients. This study aimed to investigate the effect of altering awareness of radiation exposure during atrial fibrillation ablation using interactive face-to-face (FTF) lectures compared to passive lectures. MethodsPatients who underwent their first catheter ablation with radiofrequency energy for atrial fibrillation between January 2014 and December 2020 were included in this study. All operators attended an e-learning lecture on radiation exposure before catheter ablation. The addition of FTF lectures to this lecture was introduced in 2018. The effect on radiation exposure was compared between the pre-FTF and FTF periods by comparing fluoroscopy time and radiation dose. ResultsA total of 896 patients [mean age, 66 ± 11 years; 603 men (67 %)] were included in this study. For pre-FTF (n = 345), only pulmonary vein isolation (PVI) was performed in 112 patients and PVI with additional ablation in 233 patients. For FTF lectures (n = 551), PVI-only was performed in 302 patients and PVI with additional ablation in 249 patients. Fluoroscopy time, cumulative air kerma, and cumulative air kerma per time significantly reduced after FTF introduction in both PVI-only group [pre-FTF and FTF; 37 ± 15 min and 16 ± 10 min (p < 0.0001), 477 ± 582 mGy and 108 ± 156 mGy (p < 0.0001), 11 ± 12 mGy/min, and 5 ± 6 mGy/min (p < 0.0001), respectively] and PVI with additional ablation group [pre-FTF and FTF; 48 ± 17 min and 15 ± 13 min (p < 0.0001), 613 ± 483 mGy and 68 ± 96 mGy (p < 0.0001), 12 ± 10 mGy/min, and 4 ± 4 mGy/min (p < 0.0001), respectively]. There were no significant differences in intraoperative complications between the two periods. ConclusionsFTF lectures can reduce radiation exposure.

Satisfaction Level of Participants with the Content Health Promotion Seminars Organized by Community Pharmacies in Chiba, Japan

Aim: This study aimed to identify the level of satisfaction and needs of the content of the “health promotion seminars” to support health promotion and improve healthy life expectancy provided by community pharmacies to community residents. Methods: An awareness survey was conducted among seminar participants. Anonymous survey questionnaires were distributed to the participants of the six sessions of the “health promotion seminars” held from December 2019 to February 2020 were recruited. Out of 136 participants, 116 responses were obtained (response rate: 85.3%; female: 114, male: 1, unanswered: 1) from the target population. Results: The level of satisfaction with the seminar was reported at 77.5% (n=90) for the first run and 68.5% (n=80) for the second run. Currently, the “Health Promotion Seminar” consists of an active (participation) lecture in the first lecture and a passive (classroom) lecture in the second lecture, conducted by pharmacists and dietitians. The level of understanding (84.5%) and active participation (86.2%) in the first course were higher than those in the second course (understanding: 80.2%, active participation: 80.2%). Participants reported anxiety issues in their everyday life stemming from the items “Forgot to take medicine” and “frequency of using the toilet increased night”. Conclusions: Health promotion seminars are viewed by community residents to be effective in disseminating health promotion information. In the future, it is necessary to revise the content of the courses to include the proper use of medicines and the prevention of diseases that can affect daily life.

Student's Perception of Storytorial - An Innovative Approach to Self-Learning

Background: In the traditional undergraduate curriculum, majority of the hours is dedicated to passive lectures where students are mere listener. Emphasis on self-learning is restricted to reading some of the topics from the book and Internet. With reference to this, storytorial was introduced as an innovative learning method mainly concentrating on self-learning, communication skills, and retrieval of concept. A story was illustrated and enacted to a topic in physiology during tutorial hour, hence the name storytorial. Methods: This method of learning was introduced to the I MBBS 2018–2019 batch, comprising 200 students. They were divided into small groups; topics and list of students to perform storytorial were displayed in the notice board 15 days before the session. On the day of session, the selected 10 students performed a story that illustrated the physiology topic assigned to them. Time allotted for the presentation was 20–30 min. The students enacted the story, and one of them narrated how the story is linked to the topic. Later, a case study related to the topic was given, and the students solved the case in the presence of an in-charge teacher for that batch. The session lasted for 1 h. Likewise, all the students were involved in the performance with a different topic in separate sessions according to the time table. At the end of all the sessions, subjective feedback of storytorial from the students was taken using 5-point Likert scale and computed. Results: The analysis of feedback on 5-point Likert scale with point 5 as strongly agree and 1 as strongly disagree was as follows: increased confidence and learning – 4.468, better understanding of concept – 4.058, better memory retention and retrieval – 4.28, and enjoyed and liked the sessions – 4.37. 90% of the students recommended storytorial for the next batch. Conclusion: This innovative method is an extended role-play where the concepts are illustrated in the form of story which helps the students to understand and remember the medical concepts by self-learning approach.

Online scaffolds: A constructivist approach to oncology fellow learning.

11010 Background: Oncology is a vast and fast-paced field. Fellows must expend significant effort to learn and stay updated. Up-to-date learning tools covering core oncology content in a digestible manner are lacking. Additionally, passive lectures are common in oncology, while constructivist approaches that may improve learning are rare. Therefore, we piloted updatable online modules (“scaffolds”) as a learning tool for oncology fellows. Methods: Author SB, a University of California, San Francisco (UCSF) solid-tumor oncologist, designed 12 scaffolds (breast, non-small cell lung, small cell lung, head/neck, salivary/thyroid, upper gastrointestinal, lower gastrointestinal, germ cell, bladder/renal/adrenal, prostate, melanoma, and sarcoma) using Google Slides between 12/2018 and 6/2019. The scaffolds included bullet points and tables/figures synthesized from the ASCO self-evaluation program textbook’s solid tumor chapters and the National Comprehensive Cancer Network (NCCN) guidelines. We emailed scaffold links to all UCSF and Stanford oncology fellows in 2019-2020, including instructions for fellows to update the scaffolds without exceeding 20 slides per scaffold, 5 lines per slide, or 7 words per line. The scaffolds were reintroduced to new fellows at the beginning of each academic year. SB audited to ensure no erroneous information was added. In December 2021 we reviewed updates tracked in Google Slides and conducted one UCSF and one Stanford focus group with four 1st-3rd year fellows each. Results: Between 7/2019 and 12/2021, fellows made 60 updates to the scaffolds, with a mean of 5 updates per scaffold ranging from new trials to changes in management. During the same period, the auditor made 9 updates and found no erroneous fellow updates. Fellow updates occasionally exceeded specified limits, requiring correction. Content analysis revealed that fellows considered the scaffolds to be accessible and succinct learning tools that 1) addressed a dearth of similar resources, 2) served as effective preparation for clinical work and examinations, 3) provided structured information for rapid review, and 4) made subsequent interactions with complex resources such as NCCN guidelines easier. Barriers to fellows updating the scaffolds included lack of ownership and low confidence in judgment regarding appropriate updates. Conclusions: In this two-institution pilot, oncology fellows used and subsequently updated online scaffolds in a constructivist fashion. This model has the potential to fill a crucial gap in available learning resources and can be applied to other specialties. Assigning scaffolds to fellows with faculty mentorship may facilitate ownership and bolster fellow confidence in updating these tools. Individual institutions may update their own versions of the scaffolds to align with institution-specific needs.

Characterizing active learning environments in physics using latent profile analysis

The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here, we use COPUS observations to record student and instructor activities in six known styles of active learning in physics, and use latent profile analysis to classify these observations. Latent profile analysis using two profiles successfully groups COPUS profiles into interactive lecturelike and other. Five latent profiles successfully sorts observations into interactive lecturelike, Modeling Instruction, ISLE labs, context-rich problems labs, and recitationlike or discussionlike. This analysis serves as a proof of concept, and suggests instructional differences across pedagogies that can be further investigated using this method.Received 10 May 2021Accepted 5 January 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.010113Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional strategiesLearning environmentProfessional TopicsLower undergraduate studentsPhysics Education Research

A Distinctive Method of Online Interactive Learning in STEM Education

A breakthrough that has occurred in recent years is the emergence of the COVID-19 pandemic. It has affected various sectors of society, including the educational sector. It has prevented students from performing group-oriented hands-on activities and has eventually transformed their active learning environment in schools into virtual passive lectures at home. Therefore, to solve this impedance, we exercised several online STEM programs (five online STEM programs with repetitive cycles) for school students, including 140 students (middle and high school), 16 undergraduate (UG) secondary mentors, and 8 primary STEM professionals. Thus, the study revealed the results of a distinctive interactive online STEM teaching model that has been designed to overcome the virtual classroom’s impediments. The employed teaching model demonstrates an interactive learning environment that ensures students’ engagement, retention, and participation, driving them to STEM innovations. Various digital tools, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games were used as teaching aids. Both the synchronous and asynchronous means in a student-centered approach, along with the feedback mechanism, were implemented. Finally, the employed method’s effectiveness was revealed by the maximum student retention and STEM innovation rates, along with the model’s potentiality towards its replicability and sustainability. Thus, the outlook of such initiatives could further be broadened by its sustainability and replicability aspect towards vulnerable student communities such as academically introverted and specially challenged students.

Pedagogical Reform in an Introductory Chemistry Course and the Importance of Curricular Alignment

Despite the substantial progress made to develop evidence-based pedagogical practices that support student learning, many courses are dominated by “traditional” practices such as a passive lecture. Thus, a continued focus on reforming courses is necessary. Here we describe the deliberate practice-driven reform of a large lecture-format introductory chemistry course. We characterize the learning environment through course observations and exam item analysis. We characterize student outcomes through performance on shared exam items, overall course grades, and a pre/post-survey that includes cognitive and affective measures. Through cross-sectional comparisons to concurrent, unreformed course sections, we find that students in the reformed section scored higher on common exam items, earned higher overall course grades, and held more positive attitudes toward chemistry after having taken the course. However, no improvement is seen in conceptual learning as measured through the Chemistry Concept Inventory (CCI). We argue that this is due to a misalignment between the course curriculum, which emphasizes factual recall and algorithmic problem solving, and the CCI. This highlights the need for reform efforts to address both pedagogy and curriculum.

Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning &amp; Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.

Transition from a lecture‐based to an active learning curriculum in medical physiology

The goal of medical physiology education is long-term retention of knowledge and the ability to apply acquired knowledge in practice. The educational literature has demonstrated that this is best achieved using active learning models. In our medical school, physiology education was structured around a passive lecture format, and the application of knowledge primarily occurred via formative and summative assessments. Our goal was to transition physiology education from a passive to an active learning format over a timeframe that allowed faculty and students to adjust to the new format. We developed a 3-year plan. To monitor and assess the success of the transition, we used the evaluative tool known as PORTAAL1, which includes four dimensions. Dimension 1, Practice, was implemented using a flipped classroom model. Dimension 2, Logic Development, employed small group work, followed by Q&A sessions. Dimension 3, Accountability, was accomplished by Readiness and Retention exercises that were required before the Q&A sessions. To achieve Dimension 4, Reduced Apprehension, clinically oriented learning scenarios were released in advance of in-class sessions and groups were called upon to discuss their responses to triggers in scenarios. In contrast to low attendance (< 35%) at most lecture-based sessions, nearly 100% of the class was engaged in the Zoom-based active learning sessions. We continue to monitor and compare the gradual but steady improvement in academic performance to the lecture-style format. The transition has required faculty to develop pre-class learning modules as well as clinically oriented in-class sessions structured around active learning. We anticipate this shift in learning strategies will enhance the movement toward an organ-based preclinical curriculum. 1CBE-Life Sciences Education 2015;14:1-16.

Using benchtop experiments to teach dimensional analysis and analogue modeling to graduate geoscience students

The need for geoscience students to develop a quantitative skillset is ever increasing. However, this can be difficult to implement in university-style lecture courses in a way that is both manageable for the instructor and does not involve lengthy, potentially repetitive, question sheets for the students. Here, a method for teaching dimensional analysis, basic fluid dynamics, and the interpretation and scaling of experimental data is presented for a graduate student audience. The proposed method utilizes simple fluid dynamic benchtop experiments that require a small amount of teaching space and use readily available, low cost materials. Our analysis of student performance through pre- and post-tests demonstrates that students have a better knowledge of dimensional analysis, data interpretation and experimental design after the series of practical sessions compared to instruction through a single, passive lecture. We therefore show that simple benchtop experiments can be an effective way to improve and integrate quantitative learning into a graduate geoscience class.

Design and implementation of project-oriented CDIO approach of instrumental analysis experiment course at Northeast Agricultural University

In this article, we presented the teaching design of project-based CDIO (Conceive-Design-Implement-Operate) approach of instrumental analysis experiment course and investigated the effects of the CDIO teaching method on student attitudes, student performance and teacher development. The study subjects were from the sophomores of applied chemistry, animal pharmacy, life sciences, resources and environment at Northeast Agricultural University in 2018. The experimental group conducted teaching activities that were designed using the CDIO model, and the control group, the non-CDIO classroom, performed the passive lecture mode. The students were taught by the same instructors. Questionnaire surveys and final course grades were used to evaluate the effectiveness of CDIO teaching model. The results indicated that CDIO-based pedagogy had positive effects on the students’ course performance and active learning compared to the traditional instructor-centred lectures. The project-based teaching model was more helpful, not only in cultivating students' practice ability, innovation consciousness and team cooperation spirit but also in arousing the learning interest and the enthusiasm for scientific research. CDIO mode also enhanced faculty competence in personal and interpersonal skills in the meantime.

On Assessment of Teaching Learning Methodology in First Year Medical Students Of Physiology in a Government Medical College

Introduction: The quality of Medical education mediated by many factors like; curriculum, administration,infrastructure, faculty expertise in their knowledge, exposure and training in teaching-learning method.Material and Method: The study was carried on 150 first-year medical students in the Department ofPhysiology, Kurnool Medical College, Kurnool. A pre-designed & pre-validated questionnaire regardingopen and close-ended questions about student preferences in various teaching-learning method.Results: The mean age was found to be 20.11 years. In gender distribution, male students (41%) were alittle higher than female students (59%). The most likely method of teaching was a small group discussion(62%), 41% is that chalk and Board are most helpful for understanding the topic, 62 % of students said quizprograms are the most enjoyable way of learning. The most influencing quality of a teacher was who hadthe art of teaching (43%).Conclusion: From our study, we found that students persuaded more towards active learning like Smallgroup discussions practical demos rather than passive theoretical lectures. In addition to that, the attitude ofa teaching faculty has got enormous influence on medical students was also perceived.

Assembly Line Education: A Novel Educational Technique for Today's Learners.

BackgroundEducation is undergoing a transformation. The traditional passive lectures are failing to capture and inspire the new generation of learners who value more active and collaborative learning techniques.ObjectiveWe sought to create a novel educational technique to integrate into our curriculum that would be more personalized, employ more active learning and collaboration, and allow for an effective assessment of resident strengths and weaknesses.DiscussionWe created a monthly assembly line education academic half-day that evolved to replace one of the typical in-classroom didactics each month. Faculty run small-group simulation rooms, procedure workshops, competitive ultrasound, and wellness stations through which residents and medical students rotate.ConclusionThis novel education technique resulted in a more personalized approach that increased resident interest, sparked the creation of a very popular MedEd-Simulation elective, and allowed the faculty to gain a better sense of resident strengths and deficiencies.

Undergraduate medical students' perception of pathology

With the current trend of internationalization of medical school curricula, pathology role tends to gradually shrink. This potentially could negatively influence the students' decisions of selecting pathology as their prospective career. Besides, a pathology-related knowledge gap might be created as a side effect. In 2013, the College of Medicine in Imam Abdulrahman Bin Faisal University launched a new curriculum adopted from Monash University in Australia. Consequently, the pathology time was compromised to be 72 instead of 138 h in total. This study was planned to investigate the students' perspective of pathology that address the aforementioned concerns. A survey was distributed among the targeted participants. The response rate was 90.4%. While 8.7% of the students considered pathology as a possible prospect clerkship program, only 2 students elected it as their first option. Out of 230 participants who either chose not to consider pathology or were not sure to consider it or not, 172 declared their reasons. For almost half of them the cause was another favored specialty. The vast majority of students chose traditional lectures as their preferred way of learning. Twenty-six and 85 students identified themselves as either not aware or not sure if they discern the exact role of pathologists in clinical care; respectively. While 86.6% of the students think that providing relevant clinical data and differential diagnoses is necessary for the pathologists as they are not pure morphologists, only 13.4% of the cohort were aware of the indications of intra-operative consultations. In conclusion, the majority of students selected lectures as the preferred way of learning, but their responses regarding their knowledge of the exact role of pathologists, and the indications of intra-operative consultations, as well as their response toward considering pathology as future career all are implicit for combining hands on, active learning along with the passive lectures.

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting.

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n=288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) =3.14, P<0.001), increased time on task (F(1,275) =5.70, P<0.01), and a high level of engagement (F(9,273) =8.28, P<0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.