TY - JOUR
T1 - The positive impact of team-based virtual microscopy on student learning in physiology and histology
AU - Goldberg, Harry R.
AU - Dintzis, Renee
PY - 2007/9
Y1 - 2007/9
N2 - Team-based virtual microscopy and on-line learning were used to transform the first-year Physiology/Histology course at The Johns Hopkins School of Medicine into a student-centered learning environment. Prior to each laboratory session, students were required to view prelaboratory virtual lectures and examine digital slides that had been enhanced with annotations and 2-min microlectures. The laboratory classroom was then used for team-based learning exercises including student presentations and small-group discussions designed to integrate histology and physiology. The results of quantitative assessments indicated an 8- to 14-point increase over the identical final exams given over the past 5 yr. Means (±SD) of percent correct answers on the final exam were found to be 75.2% (11.1%), 72.5% (12.6%), 70.5% (12.6%), 73.6% (11.3%), 73.1% (12.2%), and 84.1% (9.1%) for years 2001-2006, respectively. The mean test scores for all other years were statistically lower compared with 2006, as determined by the Bonferroni post hoc multiple-comparison test (P < 0.001 for all years).
AB - Team-based virtual microscopy and on-line learning were used to transform the first-year Physiology/Histology course at The Johns Hopkins School of Medicine into a student-centered learning environment. Prior to each laboratory session, students were required to view prelaboratory virtual lectures and examine digital slides that had been enhanced with annotations and 2-min microlectures. The laboratory classroom was then used for team-based learning exercises including student presentations and small-group discussions designed to integrate histology and physiology. The results of quantitative assessments indicated an 8- to 14-point increase over the identical final exams given over the past 5 yr. Means (±SD) of percent correct answers on the final exam were found to be 75.2% (11.1%), 72.5% (12.6%), 70.5% (12.6%), 73.6% (11.3%), 73.1% (12.2%), and 84.1% (9.1%) for years 2001-2006, respectively. The mean test scores for all other years were statistically lower compared with 2006, as determined by the Bonferroni post hoc multiple-comparison test (P < 0.001 for all years).
KW - Active learning
KW - Educational technology
UR - http://www.scopus.com/inward/record.url?scp=34548814172&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34548814172&partnerID=8YFLogxK
U2 - 10.1152/advan.00125.2006
DO - 10.1152/advan.00125.2006
M3 - Article
C2 - 17848592
AN - SCOPUS:34548814172
SN - 1043-4046
VL - 31
SP - 261
EP - 265
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
IS - 3
ER -