Using Wooclap to enhance active engagement in Histology practices
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2024
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Bravo-Llatas, Carmen
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"Gimeno Longas MJ, Angulo Carrere MT, Bravo-Llatas C, Álvarez Vázquez MP. Using Wooclap to enhance active engagement in histology practices. In: Proceedings of the 16th annual International Conference on Education and New Learning Technologies, Edulearn24. 1-3 julio 2024, Palma. Palma: IATED. 2024: 901-907".
Abstract
Histology is typically undertaken by medical and dental undergraduates during the first and second years. Although theoretical knowledge is broad and difficult to learn, histology is a practical science that relies on images and on the skill of interpreting them. The practice classes are aimed at enabling the identification of cell and tissue types and the recognition of normal morphology at the microscopic level. It is not strange for students to fail and obtain poor outcomes. During the last decades, class dynamization has been a golden point for teaching strategies including constructivist methodologies, where students are actively involved in their training. This work aimed to enhance active engagement in histology practices using Wooclap, a digital tool to interact, capture attention and measure understanding. Two different approaches were designed for the Dentistry degree in the course 2023-24. Students enrolled in Cell Biology and Histology or Oral Biology spend 15 and 7.5 hours respectively, observing slides under microscopy. Wooclap questionnaires were introduced in practicals of both subjects but with different purposes. Fresher students from Cell Biology and Histology were proposed to complete an asynchronous questionnaire after each practice to reinforce their learning and to prepare for the final test. A different approach was designed for the second-year students from Oral Histology. Wooclap questionnaires were used at the beginning of each class to delve into the practice. In this subject, the evaluation of the practices was done through a portfolio. In this paper, we describe the double experience and present the results of the satisfaction surveys completed by the students. In summary, respondents showed a satisfactory opinion of the tool. The asynchronous activities gave feedback to the students about their level of knowledge and made them reflect on how to strengthen their skills. Remarkably, students' marks in the final test seem to be directly related to their participation in the Wooclap activities. When used as warm-up activities, Wooclap questionnaires were intended to refresh theoretical knowledge and focus on the main features of the organs they have to draw during the practice.