(478.8) Reviving Microscopy in Paramedical Anatomy Courses Using Web-based Virtual Microscopy and Interactive Exercises

Poster Board Number: C66
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Holly Ressetar (West Virginia University School of Medicine), Bruce Palmer (West Virginia University School of Medicine)

As the paramedical programs evolved at West Virginia University, large combined anatomy courses with gross and microanatomy laboratories were replaced with predominantly didactic courses geared towards each individual field. The first year pharmacy anatomy course and the dental hygiene oral histology both place emphasis on histology but the courses did not give students the opportunity to experience student-directed active learning using a microscope. We created a series of laboratory exercises using a virtual microscopy website developed within our department that features a large collection of annotated normal and pathological histological specimens. The website mimics the actual use of a microscope and facilitates student independent study. Students were provided with laboratory guidelines and faculty video tutorials to facilitate their use of the programs and understanding of histology. In addition, we created identification exercises using a separate website where students could view and label specimens, enter text and share comments with peers and faculty via a chat room. Students readily adapted to using the virtual microscope and the on-line platform proved to be extremely advantageous when COVID restricted personal contact with students. There was renewed engagement with students taking the lead in interpretation of specimens and group discussion. Students were allowed unlimited attempts in the identification exercises which promoted “educated guessing” and continual faculty feedback. Incorporation of a laboratory component into the courses allowed students to practice their interpretational skills and improved overall academic performance by testing students on other facets of learning. Improvement in academic performance of the dental hygiene students was most pronounced since the laboratory component was integrated throughout the semester. Student feedback was very positive encouraging our further development of clinically-related exercises.