R. E. AVILA ET AL.
play further information as above.
44.4% of the cohort (total 300) who completed the cellular
biology, histology and embryology module (medical under-
graduates, National University of Cordoba) carried out the pro-
posed e-learning activities. Of this subgroup, 84.9% sat the ex-
amination for that academic year. In terms of their performance,
99% passed the examination. The mean score obtained was
8.28 ± 1.52. Of the students who completed all of the e-learning,
40% achieved a score of 8 or higher, from a maximum of 10
points.
Discussion
Our results indicate that providing e-learning activities to
students can facilitate the completion of learning objectives,
through encouraging a personal commitment to continuous
learning. This may then promote success in examinations and
the achievement of higher scores.
The effectiveness of computer-based learning has been rec-
ognized and accepted since before the widespread use of the
Internet (Ruiz, 2006). In the context of basic science education
it is becoming increasingly used at both an undergraduate and
postgraduate level due to several advantages (Sander, 2012;
Avila, 2011; McCombs, 2007). The financial advantages of
adopting e-learning of histology or “virtual microscopy” are
clear, as many institutions are able to avoid the need of having
to purchase and maintain conventional microscopes (Hamilton,
2012).
Levels of satisfaction amongst students are generally high.
Hamilton et al. at Queen’s University Belfast, found that virtual
microscopy was preferred by 88% of undergraduate students, in
a cohort who had previously received histology training with
conventional microscopes (Hamilton, 2012). Possible reasons
include the ability to access high quality, annotated images and
the opportunity to discuss important features which can be
demonstrated by the faculty.
Perhaps more importantly, this increased satisfaction is being
translated into improved results on histology exams (Hamilton,
2012; Harris, 2001; Kumar, 2006; Gouldsborough, 2012). Fur-
thermore, Gouldsborough et al. found that the benefits of
e-learning modules in anatomy and histology extended beyond
technical knowledge. Students subjectively felt that their non-
technical, team building and communication skills were im-
proved, something which may in part be due to high levels of
support on the website’s message boards (Gouldsborough,
2012).
In our case we have been able to demonstrate the value of
e-learning in delivering teaching to medical, dentistry and vet-
erinary science students. We have found it important to use
images obtained in biomedical laboratories in the development
of educational tools. In addition, it is necessary to incorporate
systematic audiovisual resources to develop effective and com-
petitive educational material. For this reason, audiovisual ar-
chives have gained prominence in the production of digital
educational materials (Avila, 2010; Avila, 2011; Shuter, 2011).
Conclusion
In summary, we have found that users have been able to in-
tegrate both theoretical and practical knowledge of cell biology,
histology and embryology relevant to their digestive system
learning objectives. In this way, online learning resources can
play an important role in higher education by improving results
and simultaneously overcoming temporal, financial and spatial
constraints.
Acknowledgements
Grant of Secretariat for Planning and Institutional Relations,
Secretariat for Science and Technology, Academic Secretariat
of the Universidad Nacional de Río Cuarto. Argentina.
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