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Comprehensive self-directed learning in Oral Histology practices

Authors :
Gómez Chova, Luis
González Martínez, Chelo
Lees, Joanna
Álvarez Vázquez, María Del Pilar
Gimeno Longas, María José
Angulo Carrére, María Teresa
Bravo- Llatas, Carmen
Gómez Chova, Luis
González Martínez, Chelo
Lees, Joanna
Álvarez Vázquez, María Del Pilar
Gimeno Longas, María José
Angulo Carrére, María Teresa
Bravo- Llatas, Carmen
Publication Year :
2024

Abstract

Histology, the study of tissues at a microscopic level, is a cornerstone of the education of healthcare professionals. It lays the foundation for grasping pathology and diagnostics. Memorizing terminology, understanding the physiological relevance of specific cellular arrangements, and integrating this knowledge into a cohesive understanding of organ systems present significant hurdles. Laboratory sessions, where students engage with actual histological slides, are crucial but can pose challenges too. Understanding histology requires a keen eye, attention to detail, and a solid grasp of cellular structures and tissue patterns. The skill to comprehend histological images, interpret them, and reconstruct three-dimensional structures takes time and practice. Freehand drawing microscope observations aids in understanding, enhances learning, and retention. In the realm of university health sciences, portfolios have become an essential tool for both students and educators. These carefully curated collections of evidence showcase students' academic development, clinical skills, and personal achievements throughout their higher education journey. For educators, portfolios simplify assessment based on learning outcomes. Sophomore dentistry students were required to prepare an individual portfolio documenting their work in Oral Histology practical sessions. The portfolio was expected to include freehand drawings of organs observed under the microscope at various magnifications and with different stains. Additionally, the portfolios were to encompass the student's reflections on their learning process. After submitting the portfolio, students were asked to complete a satisfaction survey regarding their practical experience. Students were requested to provide feedback on the utility of drawings and the portfolio, the time allocated, and the clarity of guidelines. The survey consisted of seven questions, employing a 5-point Likert scale where 1 indicated the lowest value (Strong

Details

Database :
OAIster
Notes :
English
Publication Type :
Electronic Resource
Accession number :
edsoai.on1453868150
Document Type :
Electronic Resource