Learning Microscopic Pathology: Scaffolding the Early Development of Expertise in Medical Image Interpretation

Siirretty Doriast

How prior experience, cognitive skills and practice are related with eye-hand span and performance in video gaming

Research has shown that performance in visual domains depends on domain-specific cognitive and perceptual adaptations that result from extensive practice. However, less is known about processes and factors that underpin the acquisition of such adaptations. The present study investigated how prior experience, cognitive skills, task difficulty and practice effect eye-hand span (EHS) and performance in video gaming. Thirty-three participants played a platformer video game in a pre-test/practice/post-test experiment. Eye movements and keypresses were recorded. The results show that a short practice period improved performance but did not increase EHS. Instead, EHS was related to task difficulty. Furthermore, while EHS correlated with initial performance, this effect seemed to diminish after practice. Cognitive skills (concentration endurance, working memory, mental flexibility and executive functioning) predicted performance in some parts of the experiment. The study offers insights into the early development of visual adaptations and performance

The Role of Prior Knowledge and Students’ Perceptions in Learning of Biomedical Sciences

The present study investigates whether medical students’ prior knowledge and perceptions about basic biomedical sciences predict learning of these topics at early phases of the medical education. Participants (N = 115) were first year medical students at the University of Turku (Finland). The data consisted of a student perception questionnaire, entrance examination results, and the examination scores of the first year preclinical courses. Compared to the students having only education at the upper secondary school level (n = 58), the students with prior university studies in sciences (n = 57) performed better in the first year course examinations. Out of the four entrance examination subtests, only the subtest in biology predicted performance in the first year course examinations. In terms of students’ perceptions, the students rated the courses that dealt with the human body on microscopic or molecular level the least useful and the most difficult. Yet, the perception of usefulness had no effect on examination performance. The results emphasize the role prior knowledge especially in biology has for learning of medicine. Furthermore, the first year medical students seem to value topics that are more closely related to their everyday experiences and, therefore, perhaps less abstract. The courses on cellular and molecular levels were rated notably low with regard to usefulness. The relevance of cellular and molecular biology to medical profession should be communicated more clearly to the students. Furthermore, basic science topics may benefit from a more integrative pedagogical approach in which the biomedical concepts are conceptualized in diagnostic practice.</p

Alueellinen metsähaketase vuonna 2030

201

Regional balance of forest chip supply and demand in Finland in 2030

201

Learning to see like an expert: On the practices of professional vision and visual expertise

Goodwin's notion of professional vision suggests that learning to see in professionally relevant ways includes appropriating the visual practices within a domain. This observational study aimed to analyze how experts communicate these visual practices to novices to help them make meaning of domain-specific representations. Informed by a sociocultural perspective and founded on conversation analysis and ethnomethodology, video-recorded discourse and interaction between one expert in radiology and four laypeople were analyzed. The findings indicate three visual practices the medical expert uses to teach the novices how to see: highlighting, rotating, and zooming. The qualitative analyses suggest that learning to see professionally can be described as the mastering of expert practices in a focal domain. Implications for visual expertise research are discussed

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group

<p>Abstract</p> <p>Background</p> <p>Virtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students? 2) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only?</p> <p>Method</p> <p>During a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions.</p> <p>Results</p> <p>The students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers.</p> <p>Conclusions</p> <p>The enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.</p

Keppijongleerauksen perusteet

Opinnäytetyöni käsittelee keppijongleerausta, tarkemmin pyöritys- ja heittotekniikkaa. Käsittelen aihetta lajin opettelemisen ja puhtaan tekniikan oppimisen näkökulmasta. Mukana on myös siteswap-notaation perusteet ja vartaloheitto teoria esiteltynä lyhyesti. Edellä mainitut asiat muodostavat selkeän kuvan keppi jongleerauksen perustekniikoista ja mahdollisuuksista soveltaa niitä keskenään. Järjestys, jossa tekniikat on esitetty, tukee tekniikan opettelemista. Temppukuvausten yhteyteen liitän kuvia ja kuvasarjoja, joiden tarkoitus on selkiyttää kutakin tekniikkaa ja kiinnittää huomio tärkeisiin yksityiskohtiin, kuten käsien asentoon ja otteisiin.This thesis deals with staff juggling, spinning and throwing techniques. I tell about the subject from perspective of learning and practising.There is also little introduction to the basics of siteswap-notation and bodyzone-notation. These things forms a clear idea of basic techniques of staff juggling and gives an idea how to combine different techniques and form a sequences.There is also pictures to clarify techniques

Eye-tracking in simulator training and assessment : A semi-structured meta-review

The aim of this meta-review is to chart out a) how eye-tracking is currently used in training and assessment, and b) the barriers and benefits of using eye-tracking reported in the literature. The results show that eye-tracking is used for identifying differences between novices and experts and for capturing expert gaze patterns. Different gaze patterns can be used for gaze training, formative assessment of non-technical skills, as well as summative assessment of technical skills. Further, it is appreciated as an unobtrusive technology that enables a quantitative assessment of objective parame- ters. Hence, the promise of using eye-tracking for informing instructional design as well as for designing training systems and improve learning environments is clear. However, it is important to consider that implementing eye-tracking is a rather expen- sive and time-consuming endeavor that requires carefully designed tasks and task analyses to fulfil its potential