Use of Video Microscopy to Promote Collaborative Learning in Developmental Anatomy and Histology

 

Betty L. Black and Harold G. Meeks, Jr.

Tested Studies in Laboratory Teaching, 2001, Volume 22

Abstract

For many years, laboratories at NCSU which utilize embryological or histological materials were taught in “traditional” fashion, requiring students to examine microscopic slides, make drawings of embryonic sections, and take notes on tissue structure. Although learning did take place in this learning environment, the students often found the material boring and the microscopic work tedious. Students worked alone, and student–instructor interactions were awkward and time consuming. As class size increased and scheduling became more difficult, laboratory time was decreased from two 3-hour sessions to two 2-hour sessions per week. It seemed that a new approach was needed to stimulate student interest, promote collaborative learning, and cover material in a shorter time period. Video microscopy with networked computers offered a potential solution to our problems, but needed to be compatible with the anatomy “wet labs” which used the same room. After a year of planning, we were able to renovate the laboratory to accommodate both computer-based and anatomy dissection activities.

Keywords:  developmental anatomy, video camera

Clemson University (2000)