Proteomics Impact on Cell Biology to Resolve Cell Structure and Function.

The acceleration of advances in proteomics has enabled integration with imaging at the EM and light microscopy levels, cryo-EM of protein structures, and artificial intelligence with proteins comprehensively and accurately resolved for cell structures at nanometer to subnanometer resolution. Proteomics continues to outpace experimentally based structural imaging, but their ultimate integration is a path toward the goal of a compendium of all proteins to understand mechanistically cell structure and function.

Designing a Massive Open Online Course (MOOC) in face-to-face sessions. A blended design to teach practical histology.

Teaching histology, through virtual microscopy in educational strategies, undeniably moved towards the digitization and distancing of teaching. The setting up of the Massive Open Online Course (MOOC) entitled "Introduction to Histology: exploring the tissues of the human body" made it possible to exploit the potential to share digital resources with a wider audience while being integrated into the teaching on-campus students. This article described the pedagogical choices prevailing during the design of the MOOC and its combination with face-to-face sessions to achieve specific learning outcomes. The pedagogical alignment of learning outcomes described according to their cognitive levels, with online and face-to-face learning activities and evaluation methods has been demonstrated. The impact of such a blended design into an academic program has been ascertained using perception and performance data. Student satisfaction and engagement as well as motivational cues were identified. The level of performance was maintained in the educational strategy implemented and made it possible to achieve the objectives expected by the teachers. The benefits of integrating a MOOC with classroom-based teaching were highlighted, as well as barriers that could hinder the successful implementation.

An international collaborative approach to learning histology using a virtual microscope.

Histology is often taught in higher education settings using online virtual microscopes (VM). This study aimed to develop and evaluate the use of VM in teaching on a BSc degree at the University of Nottingham by surveying students and staff. A key development was the use of an e-workbook so that students were actively engaged in creating their own bespoke revision material. Subsequently, this approach was used in a second study evaluating the use of VM in teaching the histology and pathology of the gastrointestinal (GI) tract via group work with students from two BSc courses at the University of Nottingham; one based at Derby (RDHC) and the other in Malaysia (UNMC). Students worked together in groups to complete an e-workbook, develop a presentation, and decide how to collaborate and communicate. An evaluation of these activities revealed advantages in developing transferrable skills, and good engagement with both the histology topic and group work. Analysis of assessment of the module at UNMC showed that student performance improved in the histology-based module after the intervention (p < 0.01) and that this improvement was not evident in other modules taken by the cohort. Furthermore, when interrogating the questions from the examination paper that asked students to identify features from histological images, fewer questions were seen as 'difficult' (p < 0.001) and more were seen as 'average' (p < 0.01). This study demonstrates that the use of VM in histology combined with active learning in creating a revision resource enhances engagement and depth of learning. When further combined with collaborative active group work, students developed a range of histology knowledge and transferrable skills, with notable improvement in examination performance relative to other contemporaneous modules.

Assessment of Pathology Learning Modules With Virtual Microscopy in a Preclinical Medical School Curriculum.

OBJECTIVES: To evaluate the ability of pathology modules to promote learning of pathology-related course content in a preclinical medical education curriculum. METHODS: Pathology modules were created for the "Hematology/Oncology" and "Women's Health" (WH) courses. Students were recruited over 2 consecutive academic years; cohorts 1 and 2 refer to 2 separate groups of students in years 1 and 2, respectively, of the study. Course performance data were collected. RESULTS: Use of pathology modules resulted in a statistically significant higher correlation between performance on the final examination and pathology-related questions in the Hematology/Oncology course and written examination and pathology-related questions in cohort 1 in the WH course. There was statistically significant improvement (P = .026) on pathology-related laboratory practical examination questions in the WH course for cohort 1, and no other statistically significant improvement for the other cohorts and examinations. The percentage of students completing all or part of the modules was highest in the WH course for cohort 1 (60%) compared with WH course cohort 2 (33%) and Hematology/Oncology cohort 1 (30%) and cohort 2 (39%). CONCLUSIONS: Pathology modules may improve acquisition and retention of pathology-related course content when used appropriately.

¡Estudiando el Desarrollo Embrionario y Fetal con el Microscopio Virtual! En Tiempos de Covid-19 / Studying Embryonic and Fetal Development with the Virtual Microscope! In the Times of Covid-19

RESUMEN: La Microscopía Virtual es una herramienta tecnológica que permite la visualización de imágenes digitales microscópicas de gran resolución a través de un computador imitando la funcionalidad de un microscopio óptico tradicional. El presente trabajo presenta nuestra experiencia en el uso de esta modalidad de trabajo, útil hoy en día, en medio de la pandemia por Covid-19.

SUMMARY: Virtual Microscopy is a technological tool that allows the visualization of high resolution microscopic digital images through a computer, imitating the functionality of a traditional light microscope. The present work presents our experience in the use of this working modality, useful today, in the midst of the Covid-19 pandemic.

Experimental Production and Implementation of the Pathology Laboratory Teaching Material Using Virtual Microscope / 한국의학교육

PURPOSE: Learning the concepts of pathology can be facilitated by repeated learning situations with illustrative pathology images. Virtual microscopes are digital facsimiles of glass slides that can be viewed on a computer screen. This study was designed to evaluate the possibility of using virtual microscopes as a teaching modality in the pathology laboratory. METHODS: The virtual microscope was produced from high resolution images scanned by an exclusive slide scanner from newly made teaching glass slides. The final teaching material was put up on personal computers in the computer laboratory, classroom, and medical library. RESULTS: This material was easily accessed by exclusive viewers. The students readily adapted to the use of virtual microscopes. The quality of the images in this material was appropriate for viewing. The response from the students displayed highly significant differences between the traditional and virtual microscopes, with the virtual microscope being preferred. CONCLUSION: The virtual microscopes in this study were helpful for medical students studying pathology. The results of this implementation suggest that virtual microscope technology may be extended to other educational venues where traditional microscopes and photomicrographs are currently used.