Digital Tools in Histopathology Learning: An Evaluation of Image Game-based Histopathology Learning on Students’ Knowledge Acquisition.

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    • Abstract:
      Background: Computer-mediated educational games are examples of computer-assisted learning objects, which are gaining in popularity as an educational strategy. Having grown up in a digital world, students in today’s generation expect technology to be used in their learning, resulting in a need to change traditional passive learning methods to an active, multisensory experimental learning approach. The study’s goal was to compare using an image game-based learning method versus traditional methods for teaching histopathology undergraduate students in terms of knowledge acquisition and retention. Description: For the image-based learning method, a web-based computer game using histopathology images of different lesions has been developed. Participants in the study, which covered the period from 2019-21 are included 160 students in total. Student participation was randomised into one of the two methods of learning, with the data analyst blinded to the method of learning the students received. Students’ knowledge acquisition was assessed with an objective structured practical examination (OSPE). The performance of students was compared considering the assessment, both for their mean total scores and for their separate mean score in the identification of the salient features and diagnosis of the histopathology lesion. Outcome: Students that received the image game-based method performed better than traditional methods in the OSPE assessment when considering both the identification of salient points and the diagnosis of the given histopathology lesion. Conclusion: Learning histopathology lesions using game-based learning is equivalent to and more beneficial than traditional learning methods in every respect. [ABSTRACT FROM AUTHOR]
    • Abstract:
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