Embedding art in histology teaching: Visual thinking strategies (VTS) to enhance visual literacy

BACKGROUND/AIMS Histology is a visually challenging subject for novice students. Visual thinking strategies (VTS) uses the viewing of art to improve visual literacy in classroom settings (Housen, 2002), including medical programmes (Reilly, Ring, & Duke, 2005), but has not been evaluated in histology. This project assessed the impact of VTS on students' observational skills, perceptions of histological images, and practical report marks. METHODS Participants were third-year biomedical students (n=133) studying histology in 2021. Students were shown a novel histology image and wrote their observations (pre-VTS). An experienced VTS facilitator guided students through an approximately 20-minute session exploring a never-before-seen artwork. After the VTS-activity, students were shown a new histology image and wrote their observations (post-VTS). Pre- and post-VTS descriptions were scored for measures of observational richness and compared. Responses to open-ended reflective questions were analysed by inductive thematic analysis. Report marks were compared with those from a previous year. RESULTS/CONCLUSIONS While there was no significant effect of the VTS activity on the students’ pre-/post-VTS descriptions, nor on their practical report marks, 46% of students reported that VTS changed how they viewed histological images and improved their observational skills. This study suggests that a one-off VTS activity at the beginning of a histology class can benefit students’ experience of unfamiliar microscopic images and improve enjoyment of this challenging subject. REFERENCES Housen, A.C. (2002) Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18, 99-132. Reilly, J. M., Ring, J., & Duke, L. (2005) Visual thinking strategies: a new role for art in medical education. Family Medicine, 37, 250-252

Performance Characteristics of Breezhaler((R)) and Aerolizer((R)) in the Real-World Setting

The evaluation of errors in use with different inhaler devices is challenging to quantify as there are a number of definitions of critical and non-critical errors with respect to inhaler use; in addition, performance characteristics of the device, such as airflow resistance, can also influence effective use in the real-world setting. Repeated observations and checking/correcting inhaler use are essential to optimise clinical effectiveness of inhaled therapy in patients. Breezhaler® is a single unit-dose dry powder inhaler used in chronic obstructive pulmonary disease and in asthma (budesonide) that has low airflow resistance, making it easier for patients of varying disease severities to achieve the inhalation flow rate required for lung deposition of treatment. Similar to Breezhaler®, the Aerolizer® is a single unit-dose dry powder inhaler used in asthma management with low airflow resistance. Studies have shown relatively low rates of critical errors with Breezhaler® and Aerolizer®, with similarities in the critical errors reported; these data on critical errors together with similarities in the usability of Breezhaler® and Aerolizer® further support the functional similarity between the two devices in both asthma and chronic obstructive pulmonary disease. Breezhaler® also has patient-feedback features, including use of a transparent drug capsule that can be checked after inhalation to see it is empty. The low resistance of the dose-confirming Breezhaler® results in less inspiratory effort being required by patients for its effective use, which allows the device to be used effectively across a wide age range of patients and disease severities

The efficacy of interactive lecturing for students with diverse science backgrounds

Learning is an active process, and, as such, interactive lectures are considered as the educational best practice. This study investigated the efficacy of interactive lecturing in a module of eight respiratory physiology lectures in a second-year Physiology course with two distinct subcohorts: students with strong science backgrounds and those without. The comparison of student performance in the summative examinations of respiratory physiology allowed us to evaluate the efficacy of interactive lecturing for each subcohort. Formal teaching evaluations were used to gauge the students' perception of interactive lectures. To further validate our findings, we repeated the study in the following year. The introduction of interactive lecturing significantly improved learning outcomes, with this improvement being maintained for the period of this study. Furthermore, students with limited prior knowledge, who had typically performed very poorly in this module, achieved a similar learning outcome to those students with a good science background. From these summative results and the students' perceptions, we concluded that students that are alert, motivated and interested in the subject, and engaged in learning activities and that are being encouraged to think and receive constant feedback on their progress will become confident in their learning abilities and have improved learning outcomes

A review of building airtightness and ventilation standards

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