Histoscope: A Web-Based Microscopy Tool for Oral Histology Education
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Objectives: Histology, the study of tissue structure under a microscope, is one of the most essential yet least engaging topicsfor health professional students. Understanding tissue microanatomy is crucial for students to be able to recognize cellularstructures and follow disease pathogenesis. Traditional histology teaching labs rely on light microscopes and a limited arrayof slides, which inhibits simultaneous observation by multiple learners, and prevents in-class discussions. We have developedan interactive web-based microscopy tool called “Histoscope” for oral histology in this context. Methods: Good quality microscopeslides were selected for digital scanning. The slides were scanned with multiple layers of z-stacking, a method oftaking multiple images at different focal distances. The digital images were checked for quality and were archived on Histoscope. The slides were annotated, and self-assessment questions were prepared for the website. Interactive components wereprogrammed on the website to mimic the experience of using a real light microscope. Results: This web-based tool allowsusers to interact with histology slides, replicating the experience of observing and manipulating a slide under a real microscope. Through this website, learners can access a broad array of digital oral histology slides and self-assessment questions. Conclusions: Incorporation of Histoscope in a course can shift traditional teacher-centered histology learning to a collaborativeand student-centered learning environment. This platform can also provide students the flexibility to study histology attheir own pace.
Abstract
Objectives: Histology, the study of tissue structure under a microscope, is one of the most essential yet least engaging topicsfor health professional students. Understanding tissue microanatomy is crucial for students to be able to recognize cellularstructures and follow disease pathogenesis. Traditional histology teaching labs rely on light microscopes and a limited arrayof slides, which inhibits simultaneous observation by multiple learners, and prevents in-class discussions. We have developedan interactive web-based microscopy tool called “Histoscope” for oral histology in this context. Methods: Good quality microscopeslides were selected for digital scanning. The slides were scanned with multiple layers of z-stacking, a method oftaking multiple images at different focal distances. The digital images were checked for quality and were archived on Histoscope. The slides were annotated, and self-assessment questions were prepared for the website. Interactive components wereprogrammed on the website to mimic the experience of using a real light microscope. Results: This web-based tool allowsusers to interact with histology slides, replicating the experience of observing and manipulating a slide under a real microscope. Through this website, learners can access a broad array of digital oral histology slides and self-assessment questions. Conclusions: Incorporation of Histoscope in a course can shift traditional teacher-centered histology learning to a collaborativeand student-centered learning environment. This platform can also provide students the flexibility to study histology attheir own pace.
참고문헌 (17)
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