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首页> 外文期刊>Journal of issues in informing science & information technology >Virtual Pathology Learning Resource: A Promising Strategy in Teaching Pathology to Allied Health Science Students
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Virtual Pathology Learning Resource: A Promising Strategy in Teaching Pathology to Allied Health Science Students

机译：虚拟病理学学习资源：对相关健康科学学生进行病理学教学的有前途的策略

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Aim/Purpose The objective of this study was to concept test a new instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information and enhance teaching and learning of basic sciences (Anatomy, Physiology, and Pathology) to allied health science students at a South Australian university.Background Pathology was traditionally taught using potted specimens to review disease manifestations independently. However, this approach was found inadequate and ineffective. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational pedagogy, this learning resource was developed to enhance the teaching and learning of Pathology.Methodology Cross-sectional study design was used. A survey, given at the end of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR and its components. The online tool Sur-veyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The perceived impact on students was assessed using an 18-item questionnaire seeking agreement or disagreement with statements about VPLR, multiple choice and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed.Contribution The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems.Findings In a sample of 103 Medical Radiation students, 42% of students (N=43) re- sponded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was a promising strategy in teaching Pathology as it assisted students' gaining knowledge of the science, facilitated connections between sciences, and allowed students to make better links with professional practice and skills.Recommendations for Practitioners As students found VPLR to be beneficial, it is recommended that the same approach is applied for the teaching of Pathology to other health science students, such as Nursing. Other universities might consider adopting the innovation for their courses.Recommendation for Researchers Applying VPLR to teaching other allied health science students will be undertaken next. The innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning and combined with clinical experiences.Impact on Society In reshaping the wav of teaching a science course, students are benefited with greater depth of understanding of content and increase motivation to study. These are important to keep students engaged and ready for practice. VPLR may impact on education and technology trends so that exploration and possibilities of initiatives are ongoing to help students become successful learners. Other impacts are the new forms of learning discovered, the renewed focus on group work and collaboration, and maximising the use of technology in innovation.Future Research Future directions of this research would be to conduct a follow-up of this cohort of students to determine whether the impacts of the innovation were durable, meaning the change in perceptions and behaviour is sustained over time.
机译：目的/目的本研究的目的是对称为虚拟病理学学习资源（VPLR）的新型教学辅助工具进行概念测试，该辅助工具用作传达信息并增强基础科学（解剖学，生理学和病理学）教学的工具传统上讲，背景病理学是使用盆栽标本来独立检查疾病表现。然而，发现这种方法是不充分和无效的。 VPLR是一个新的教学平台，包括数字化的人类正常和人类病理样本（组织学，组织病理学），患者案例研究，简短答案和批判性思维问题以及自我评估测验。运用真实的学习理论作为教育教学法，开发了这种学习资源以增强病理学的教学。方法论采用横断面研究设计。课程结束时进行的一项调查收集了有关学生对VPLR及其组成部分的看法和经验的定性和定量数据。利用在线工具Sur-veyMonkey，学生可以匿名访问显示问卷的网络链接。使用18个项目的问卷来评估对学生的感知影响，该问卷旨在寻求同意或不同意VPLR的陈述，多项选择和不限成员名额的问题，这些问题询问有关VPLR的最佳信息，应获得的收益以及需要改进的地方。进行描述性和频率分析。贡献VPLR方法涉及丰富的学习情况，上下文相关的内容，并有助于更好地理解疾病概念和问题。调查结果在103名放射医学生样本中，有42％（N = 43）的学生参加了干预后调查。大多数学生报告说，VPLR的每个组成部分都具有高度积极的影响。总体结果表明，该工具在病理学教学中是一种很有前途的策略，因为它可以帮助学生获得科学知识，促进科学之间的联系以及使学生与专业实践和技能建立更好的联系。为使患者受益，建议对其他健康科学专业的学生（例如护理）采用相同的方法进行病理学教学。其他大学可能会考虑在课程中采用创新技术。接下来将向研究人员推荐将VPLR应用于其他相关健康科学专业的学生。该创新将适用于其他特别注重基于案例或基于问题的学习并结合临床经验的健康科学学生。对社会的影响在重塑科学课程的教学浪潮时，学生将对以下方面有更深入的了解内容，增加学习动机。这些对于保持学生的参与度和准备练习很重要。 VPLR可能会影响教育和技术趋势，因此正在不断探索和尝试各种举措，以帮助学生成为成功的学习者。其他影响包括发现新的学习形式，重新关注团队合作和协作以及最大限度地利用技术进行创新。未来研究这项研究的未来方向将是对这批学生进行跟进以确定创新的影响是否持久，这意味着观念和行为的变化会随着时间的推移而持续。

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