"Like many medical schools, the University of Cincinnati College of Medicine recently underwent a curriculum revision, which included changing from traditional basic science courses (histology, pathology) to integrated, organ-system–based courses (e.g. blood and cardiovascular). Previous to revision, histology and cell biology was a course that included approximately fifty hours of lecture and thirty-one laboratory sessions.
Curricular change created a need to streamline our histology content. This resulted in a reassessment of how we were teaching histology, particularly, the use of live laboratory sessions. The result was the creation of approximately fifty Power Point-based, self-study histology modules. These modules are designed to replace the live laboratory sessions, and, as such, have a main focus on structure identification at the light and electron microscopic levels. To accomplish this, a variety of teaching methods are used, including numerous images, short text, short videos, and quizzes. Although the main focus of the modules is on structure identification, appropriate connections to other disciplines are prominent, including references to gross anatomy, embryology, physiology, and pathology.
At the University of Cincinnati, these modules are assigned as homework to be completed the evening before didactic sessions on a particular topic. In most cases, live presentations that follow these modules begin with a short recapitulation of module content, followed by detailed discussion of appropriate physiology or pathology. Because the modules are focused and maintain student attention, they are completed faithfully by our students before live sessions, which is usually not the case for assigned reading from larger textbooks. Faculty appreciate that they are presenting their material to students who have acquired a foundational knowledge of the material before the live sessions.
This text is a modification of these modules to fit publication standards. Most of these changes relate to format, converting Power Point files with short bulleted text to chapters in prose. However, the main spirit of the modules is retained: shorter, targeted concepts accompanied by numerous illustrations, videos demonstrating key features of histological structures, correlations to other basic science disciplines, and self-assessment quizzes at the end of each chapter.
For the student, this text and accompanying videos are a useful aid in learning to identify histological structures. This is a crucial skill for doing well on practical exams and provides a foundation for other basic and clinical science disciplines. For faculty, this resource provides an opportunity to allow students to learn basic histology on their own, freeing up precious contact time with students to address more challenging topics in histology or other disciplines.
The slides used for most of the images in this book are derived from the University of Cincinnati. Also included are images obtained from the University of Michigan Virtual Microscope Slide collections, used with permission of the copyright holders. These slides, and other collections, can be accessed and downloaded for noncommercial use under a Creative Commons BY-NC-SA 4.0 license from the Virtual Microscopy Database (VMD) (http://virtualmicroscopydatabase.org/). The VMD is supported by the American Association of Anatomists and was developed for educators and researchers to share resources to advance histology education. The VMD is not designed for direct student access or as an unmodified course resource.
Some notes about the use of this text.
As described previously, Histology, an Essential Textbook, arose from Power Point-based, self-directed learning modules. As such, the user should view it as a step-by-step learning resource, as opposed to a “be-all, tell-all” reference text. Many complicated concepts are intentionally presented in a piecemeal fashion, so that the user can digest a single concept or overview first, before delving into more complicated details. Therefore, many figures and the accompanying text will only point out one or two features of each image, leaving the details for later discussion (where that same image will appear again). For example, in the hematopoiesis series, an initial chapter describes features of these developing cells without specifically identifying such cells. Specific cell identification is then addressed in subsequent chapters.
In addition, some discussions are intentionally left out or are simply presented as an overview. The most notable example is in the cell biology chapter, where detailed discussions on gene expression, cell regulation, and cell metabolism found in other histology texts are not presented. This text focuses on histology and the underlying relationship between structure and function. Therefore, most of the descriptions in this book are directly related to an image or figure. Hopefully, the result is that each chapter is of manageable size and maintains the reader’s interest.
Student feedback on the original modules is that the associated videos are the most valuable part. These videos are mostly recapitulations of what is described in the print text, so it may be tempting for the reader to skip over them. However, keep in mind that, in histology and other visual disciplines, there is nothing better than an instructor actually pointing out and describing structures in a live setting, similar to a personal tutor. Furthermore, there are links throughout the text that indicate the proper placement of each video. It may be tempting to read an entire chapter first and then play all the videos from that chapter at the end, or vice-versa. However, as described above, the text introduces basic concepts first and then delves into details later. Therefore, I highly recommend that the user watch each video when prompted in the text, as they will solidify understanding of simpler concepts before more complicated structures are discussed.
Finally, each chapter has a quiz designed to reinforce material covered in that chapter. Since histology is a visual discipline, many of these questions are straight identification similar to what many readers will see on practical exams. Each quiz also includes several questions related to structure-function or may delve into other disciplines, such as basic physiology or pathology. These questions are designed to prepare the reader for image-based questions on written and board exams.
These chapter quizzes are online only and are hosted on Thieme’s MedOne Education site: https://medone-education.thieme.com. Use the code on the media page at the front of this book to gain access. An institutional license to the site is required to access these questions in an interactive format, and individual users are required to register for an individual account to track results." (D. J. Lowrie Jr.)
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