Implementing digital technology to enhance student learning of pathology

Farah, C.S. and Maybury, T. (2009) Implementing digital technology to enhance student learning of pathology. European Journal of Dental Education, 13 3: 172-178. doi:10.1111/j.1600-0579.2009.00570.x

Author Farah, C.S.
Maybury, T.
Title Implementing digital technology to enhance student learning of pathology
Journal name European Journal of Dental Education   Check publisher's open access policy
ISSN 1396-5883
Publication date 2009-08
Year available 2009
Sub-type Article (original research)
DOI 10.1111/j.1600-0579.2009.00570.x
Volume 13
Issue 3
Start page 172
End page 178
Total pages 7
Editor Michael Manogue
Place of publication Copenhagan, Denmark
Publisher Wiley-Blackwell Munksgaard
Collection year 2010
Language eng
Subject C1
110505 Oral Medicine and Pathology
930302 Syllabus and Curriculum Development
920402 Dental Health
110599 Dentistry not elsewhere classified
109999 Technology not elsewhere classified
Abstract INTRODUCTION: The introduction of digital technologies into the dental curriculum is an ongoing feature of broader changes going on in tertiary education. This report examines the introduction of digital virtual microscopy technology into the curriculum of the School of Dentistry at the University of Queensland (UQ) in Brisbane, Australia. METHODS AND MATERIALS: Sixty students studying a course in pathology in 2005 were introduced to virtual microscopy technology alongside the more traditional light microscope and then asked to evaluate their own learning outcomes from this technology via a structured 5-point LIKART survey. Results: A wide variety of questions dealing the pedagogic implications of the introduction of virtual microscopy into pathology were asked of students with the overall result being that it positively enhanced their learning of pathology via digital microscopic means. DISCUSSION: The success of virtual microscopy in dentistry at UQ is then discussed in the larger context of changes going on in tertiary education. In particular, the change from the print-literate tradition to the electronic one, that is from 'literacy to electracy'. Virtual microscopy is designated as a component of this transformation to electracy. CONCLUSION: Whilst traditional microscopic skills may still be valued in dental curricula, the move to virtual microscopy and computer-assisted, student-centred learning of pathology appears to enhance the learning experience in relation to its effectiveness in helping students engage and interact with the course material.
Keyword constructivist pedagogy
dental curriculum
Dental education
systemic pathology
virtual micropscopy
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
2010 Higher Education Research Data Collection
School of Dentistry Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 14 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 16 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Thu, 03 Sep 2009, 07:48:01 EST by Mr Andrew Martlew on behalf of UQ Centre for Clinical Research