TY - CONF
T1 - Using a high-resolution wall-sized virtual microscope to teach undergraduate medical students
AU - Randell, Rebecca
AU - Hutchins, Gordon
AU - Sandars, John
AU - Ambepitiya, Thilina
AU - Treanor, Darren
AU - Thomas, Rhys
AU - Ruddle, Roy
N1 - Funding Information:
We would like to thank all of the students who participated in this research. Thanks also go to Dr Phil Burns and Professor Phil Quirke for helping to set up this study. This report is independent research commissioned by the National Institute for Health Research under NEAT. The views expressed in this publication are those of the authors and not necessarily those of the NHS, the National Institute for Health Research or the Department of Health. The authors acknowledge the support of the National Institute for Health Research, through the Comprehensive Clinical Research Network.
Publisher Copyright:
© 2012 Authors.
PY - 2012/5/5
Y1 - 2012/5/5
N2 - The Leeds Virtual Microscope is an interactive visualization system, capable of rendering gigapixel virtual slides onto high-resolution, wall-sized displays. We describe the evaluation of this technology for teaching pathology to undergraduate medical students, providing insights into the use of high-resolution, wall-sized displays in an educational context. Students were quickly able to become confident in using the technology, collaboratively exploring virtual slides in order to understand the mechanisms of disease. Being able to point with a finger to features on virtual slides promoted multi-way interaction between the students and tutor, led to the spontaneous expansion of the tutorial's scope, and was indicative of a high level of engagement. Students were very positive about being able to interact with the virtual slides and described their increased enthusiasm for pathology as a subject.
AB - The Leeds Virtual Microscope is an interactive visualization system, capable of rendering gigapixel virtual slides onto high-resolution, wall-sized displays. We describe the evaluation of this technology for teaching pathology to undergraduate medical students, providing insights into the use of high-resolution, wall-sized displays in an educational context. Students were quickly able to become confident in using the technology, collaboratively exploring virtual slides in order to understand the mechanisms of disease. Being able to point with a finger to features on virtual slides promoted multi-way interaction between the students and tutor, led to the spontaneous expansion of the tutorial's scope, and was indicative of a high level of engagement. Students were very positive about being able to interact with the virtual slides and described their increased enthusiasm for pathology as a subject.
KW - digital pathology
KW - undergraduate education
KW - virtual slides
KW - visualization
KW - wall-sized displays
UR - http://www.scopus.com/inward/record.url?scp=84892630386&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84892630386&partnerID=8YFLogxK
U2 - 10.1145/2212776.2223815
DO - 10.1145/2212776.2223815
M3 - Paper
AN - SCOPUS:84892630386
SP - 2435
EP - 2440
T2 - 30th ACM Conference on Human Factors in Computing Systems, CHI 2012
Y2 - 5 May 2012 through 10 May 2012
ER -