Meta-analysis & Review of Learner Performance & Preference: Virtual vs. Optical Microscopy

Background & Purpose: For nearly two decades, a wealth of literature has been published describing the various capabilities, uses, and adaptations of virtual microscopy (VM). Many studies have investigated the effects and benefits of VM on student learning compared to optical microscopy (OM). As such, this study statistically aggregated the findings of multiple comparative studies through a meta-analysis to summarize and substantiate the pedagogical efficacy of teaching with VM. Methods Using predefined eligibility criteria, teams of paired researchers screened the titles and abstracts of VM studies retrieved from seven different databases. After two rounds of screening, numerical and thematic data were extracted from the eligible studies for analysis. A summary effect size and estimate of heterogeneity were calculated to determine the effects of VM on learner performance and the amount of variance between studies, respectively. Trends in student perceptions were also analyzed and reported. Results: Of the 725 records screened, 72 studies underwent full-text review. In total, 12 studies were viable for meta-analysis and additional studies were reviewed to extract themes relating to learners’ perceptions of VM. The meta-analysis detected a small yet significant positive effect on learner performance (SMD=0.28, [CI=0.09, 0.47], p=0.003), indicating that learners experience marked knowledge gains when exposed to VM over OM. Variation among studies was evident as high heterogeneity was reported. An analysis of trends in learner perceptions noted that respondents favored VM over OM by a large margin. Conclusions: Despite many individual studies reporting non-significant findings when comparing VM to OM, the enhanced power afforded by meta-analysis revealed that the pedagogical approach of VM is modestly superior to OM and is preferred by learners

Biology-driven cancer drug development: back to the future

Most of the significant recent advances in cancer treatment have been based on the great strides that have been made in our understanding of the underlying biology of the disease. Nevertheless, the exploitation of biological insight in the oncology clinic has been haphazard and we believe that this needs to be enhanced and optimized if patients are to receive maximum benefit. Here, we discuss how research has driven cancer drug development in the past and describe how recent advances in biology, technology, our conceptual understanding of cell networks and removal of some roadblocks may facilitate therapeutic advances in the (hopefully) near future

An analysis of anatomy education before and during Covid-19: August-December 2020

Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P \u3c 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P \u3c 0.05), but remained unchanged for other programs (P \u3e 0.05). Cadaver use decreased internationally and in the US (P \u3c 0.0001), at public and private (P \u3c 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P \u3c 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P \u3c 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P \u3c 0.0001). The practical laboratory examination persisted during Covid-19 (P = 0.419); however, the setting and materials shifted to computer-based (P \u3c 0.0001) and image-based (P \u3c 0.0001), respectively. In-person lecture decreased during Covid-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland\u27s Videos, and Complete Anatomy (P \u3c 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic

An Analysis of Anatomy Education Before and During Covid-19: May-August 2020.

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P \u3c 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P \u3c 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P \u3c 0.001) and assessment materials changed from cadaveric material to images (P \u3c 0.03) during Covid-19, even though assessment structure was not different (P \u3e 0.05). The use of digital teaching resources increased during Covid-19 (P \u3c 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P \u3c 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic