Comprehensive self-directed learning in Oral Histology practices
Loading...
Official URL
Full text at PDC
Publication date
2024
Authors
Bravo- Llatas, Carmen
Advisors (or tutors)
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Citation
"Álvarez Vázquez MP, Gimeno Longas MJ, Angulo Carrere MT, Bravo-Llatas C. Comprehensive self-directed learning in oral Histology practices. En: Proceedings of the 16th annual International Conference on Education and New Learning Technologies, Edulearn24. 1-3 julio 2024, Palma. Palma: IATED. 2024: 908-914".
Abstract
Histology, the study of tissues at a microscopic level, is a cornerstone of the education of healthcare professionals. It lays the foundation for grasping pathology and diagnostics. Memorizing terminology, understanding the physiological relevance of specific cellular arrangements, and integrating this
knowledge into a cohesive understanding of organ systems present significant hurdles. Laboratory sessions, where students engage with actual histological slides, are crucial but can pose challenges too. Understanding histology requires a keen eye, attention to detail, and a solid grasp of cellular structures and tissue patterns. The skill to comprehend histological images, interpret them, and reconstruct three-dimensional structures takes time and practice. Freehand drawing microscope observations aids in understanding, enhances learning, and retention.
In the realm of university health sciences, portfolios have become an essential tool for both students and educators. These carefully curated collections of evidence showcase students' academic development, clinical skills, and personal achievements throughout their higher education journey. For educators, portfolios simplify assessment based on learning outcomes.
Sophomore dentistry students were required to prepare an individual portfolio documenting their work in Oral Histology practical sessions. The portfolio was expected to include freehand drawings of organs observed under the microscope at various magnifications and with different stains. Additionally, the portfolios were to encompass the student's reflections on their learning process. After submitting the portfolio, students were asked to complete a satisfaction survey regarding their practical experience. Students were requested to provide feedback on the utility of drawings and the portfolio, the time allocated, and the clarity of guidelines. The survey consisted of seven questions, employing a 5-point Likert scale where 1 indicated the lowest value (Strongly Disagree) and 5 represented the highest (Strongly Agree).
Although at the beginning, a significant number of Oral Histology students expressed the opinion that they couldn't draw, most of the survey participants rated statements connecting the drawings to understanding, satisfaction, and the efficient use of time during practical sessions as either 4 or 5. Regarding the new assessment, 84% of the respondents stated that they preferred a portfolio. The creation of a portfolio was perceived by students as a valuable method for reviewing practical content. Over 85% of the portfolios received passing grades, and the assessments were consistently high. However, it is necessary to continue working on improving the quality of the drawings, as 11% of students scored 0 points and 25% scored 1 point out of 3.