Meeting Abstract The Use of Virtual Microscopy and a Wiki in Pathology Education: Tracking Student Use, Involvement, and Response Zev Leifer New York College of Podiatric Medicine, New York City, NY 10035, USA Correspondence should be addressed to Zev Leifer; [email protected] Received 2 September 2014; Accepted 2 September 2014 Copyright © 2014 Zev Leifer. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Background e Pathology Laboratory course at the New York College of Podiatric Medicine involves the use of Virtual Microscopy. As with traditional microscopes, the students can scan the whole slide, section by section, and zoom in or out for further detailed study. Using the advantages of Digital Pathology, the students can, in addition, access the slide collections from other medical schools and put up normal histology (control) slides side-by-side with the pathology. ey cut and paste and preserve the ROI that they find. ey edit and annotate (circle, underline, label, add arrows, etc.). e creation of a wiki, its application, and the student response to it are yet another level of preprofessional training to the above. Method A wiki was created (http://pathlab2014.wikifoundry.com/) for the Class of 2014. e students saved, edited, and uploaded their slides. In the wiki format, other students could com- ment, further edit, and even delete the slides. Results 216 images were uploaded. ese were available in one full presentation. ey were also grouped into sixteen albums, grouped by the topics in Systemic Pathology. ey were available to all. e student access was followed by Google Analytics. is provided a detailed analysis of student use. At the end of the course, a questionnaire was distributed, assessing their impression of the wiki format and solicit- ing strengths and weaknesses. Over one hundred sets of comments were obtained. Most comments were favorable, describing particular features that they liked, such as ease of use, sharing of notes, aids in exam preparation, and permission for students to work together. Negative comments were mostly directed to technical issues of accessing and using the site. Conclusions e use of a wiki as described has a number of important advantages in Pathology Education. It trains the students in the more sophisticated skills that they will use as professional pathologists or as clinicians: (1) Telepathology—it enables them to gain skill in putting up slides on the internet, sharing and discussing the observations. is parallels the process of Tumor Boards and consultation for group consensus. (2) Archiving and Retrieval—it models the challenge faced by hospitals, diagnostic labs, and physicians in maintaining a collection of slides in a form that is easily accessible, always available, and universally sharable. With the album feature, slides can be multiply stored, by patient name, by pathology, by tissue type, and so on. (3) Image Analysis—while not generally used in an undergraduate lab, familiarity with a wiki format allows them to jump easily to capturing and storing images found in the literature or provided by colleagues or the diagnostic lab pathologist’s report that have been stained for tumor markers or other diagnostic staining tech- niques. Experience with the use of a wiki in Pathology Educa- tion has been quite satisfactory from both the faculty and the student’s point of view. It has a number of training advantages in the ever-expanding world of Digital Pathology. Hindawi Publishing Corporation Analytical Cellular Pathology Volume 2014, Article ID 274134, 1 page http://dx.doi.org/10.1155/2014/274134
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Meeting AbstractThe Use of Virtual Microscopy and a Wiki in PathologyEducation: Tracking Student Use, Involvement, and Response
Zev Leifer
New York College of Podiatric Medicine, New York City, NY 10035, USA
Correspondence should be addressed to Zev Leifer; [email protected]
Received 2 September 2014; Accepted 2 September 2014
Copyright © 2014 Zev Leifer. This is an open access article distributed under the Creative Commons Attribution License, whichpermits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Background
The Pathology Laboratory course at the New York College ofPodiatric Medicine involves the use of Virtual Microscopy.As with traditional microscopes, the students can scan thewhole slide, section by section, and zoom in or out for furtherdetailed study. Using the advantages of Digital Pathology, thestudents can, in addition, access the slide collections fromother medical schools and put up normal histology (control)slides side-by-side with the pathology. They cut and pasteand preserve the ROI that they find. They edit and annotate(circle, underline, label, add arrows, etc.). The creation of awiki, its application, and the student response to it are yetanother level of preprofessional training to the above.
Method
A wiki was created (http://pathlab2014.wikifoundry.com/)for theClass of 2014.The students saved, edited, and uploadedtheir slides. In the wiki format, other students could com-ment, further edit, and even delete the slides.
Results
216 images were uploaded. These were available in one fullpresentation. They were also grouped into sixteen albums,grouped by the topics in Systemic Pathology. They wereavailable to all. The student access was followed by GoogleAnalytics. This provided a detailed analysis of student use.At the end of the course, a questionnaire was distributed,assessing their impression of the wiki format and solicit-ing strengths and weaknesses. Over one hundred sets of
comments were obtained. Most comments were favorable,describing particular features that they liked, such as easeof use, sharing of notes, aids in exam preparation, andpermission for students towork together. Negative commentswere mostly directed to technical issues of accessing andusing the site.
Conclusions
The use of a wiki as described has a number of importantadvantages in Pathology Education. It trains the students inthe more sophisticated skills that they will use as professionalpathologists or as clinicians: (1) Telepathology—it enablesthem to gain skill in putting up slides on the internet, sharingand discussing the observations. This parallels the processof Tumor Boards and consultation for group consensus.(2) Archiving and Retrieval—it models the challenge facedby hospitals, diagnostic labs, and physicians in maintaining acollection of slides in a form that is easily accessible, alwaysavailable, and universally sharable. With the album feature,slides can be multiply stored, by patient name, by pathology,by tissue type, and so on. (3) Image Analysis—while notgenerally used in an undergraduate lab, familiaritywith awikiformat allows them to jump easily to capturing and storingimages found in the literature or provided by colleaguesor the diagnostic lab pathologist’s report that have beenstained for tumor markers or other diagnostic staining tech-niques.
Experience with the use of a wiki in Pathology Educa-tion has been quite satisfactory from both the faculty andthe student’s point of view. It has a number of trainingadvantages in the ever-expanding world of Digital Pathology.
Hindawi Publishing CorporationAnalytical Cellular PathologyVolume 2014, Article ID 274134, 1 pagehttp://dx.doi.org/10.1155/2014/274134
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