scholarly journals Whole Slide Images and Digital Media in Pathology Education, Testing, and Practice: The Oklahoma Experience

2012 ◽  
Vol 35 (1) ◽  
pp. 37-40 ◽  
Author(s):  
Kar-Ming Fung ◽  
Lewis A. Hassell ◽  
Michael L. Talbert ◽  
Allan F. Wiechmann ◽  
Brad E. Chaser ◽  
...  
Keyword(s):  
Digital Media ◽  
Modular Architecture ◽  
Still Images ◽  
Glass Slides ◽  
Hands On ◽  
Traditional Lectures ◽  
Logistic Issue ◽  
Pathology Training ◽  
Whole Slide Images ◽  
Pathology Education

Examination of glass slides is of paramount importance in pathology training. Until the introduction of digitized whole slide images that could be accessed through computer networks, the sharing of pathology slides was a major logistic issue in pathology education and practice. With the help of whole slide images, our department has developed several online pathology education websites. Based on a modular architecture, this program provides online access to whole slide images, still images, case studies, quizzes and didactic text at different levels. Together with traditional lectures and hands-on experiences, it forms the back bone of our histology and pathology education system for residents and medical students. The use of digitized whole slide images has a.lso greatly improved the communication between clinicians and pathologist in our institute.

scholarly journals A Digital Pathology Solution to Resolve the Tissue Floater Conundrum

2020 ◽  
Author(s):  
Liron Pantanowitz ◽  
Pamela Michelow ◽  
Scott Hazelhurst ◽  
Shivam Kalra ◽  
Charles Choi ◽  
...  
Keyword(s):  
Digital Pathology ◽  
Primary Diagnosis ◽  
Image Search ◽  
Molecular Tests ◽  
Tissue Identification ◽  
Digital Database ◽  
Glass Slides ◽  
Search Tool ◽  
Hematoxylin And Eosin ◽  
Whole Slide Images

Context.— Pathologists may encounter extraneous pieces of tissue (tissue floaters) on glass slides because of specimen cross-contamination. Troubleshooting this problem, including performing molecular tests for tissue identification if available, is time consuming and often does not satisfactorily resolve the problem. Objective.— To demonstrate the feasibility of using an image search tool to resolve the tissue floater conundrum. Design.— A glass slide was produced containing 2 separate hematoxylin and eosin (H&E)-stained tissue floaters. This fabricated slide was digitized along with the 2 slides containing the original tumors used to create these floaters. These slides were then embedded into a dataset of 2325 whole slide images comprising a wide variety of H&E stained diagnostic entities. Digital slides were broken up into patches and the patch features converted into barcodes for indexing and easy retrieval. A deep learning-based image search tool was employed to extract features from patches via barcodes, hence enabling image matching to each tissue floater. Results.— There was a very high likelihood of finding a correct tumor match for the queried tissue floater when searching the digital database. Search results repeatedly yielded a correct match within the top 3 retrieved images. The retrieval accuracy improved when greater proportions of the floater were selected. The time to run a search was completed within several milliseconds. Conclusions.— Using an image search tool offers pathologists an additional method to rapidly resolve the tissue floater conundrum, especially for those laboratories that have transitioned to going fully digital for primary diagnosis.

Proof of Concept: The Use of Whole-Slide Images (WSI) for Peer Review of Tissues on Routine Regulatory Toxicology Studies

2021 ◽  
pp. 019262332098325
Author(s):  
Alys E. Bradley ◽  
Maurice G. Cary ◽  
Kaori Isobe ◽  
Stuart Naylor ◽  
Stephen Drew
Keyword(s):  
Peer Review ◽  
Proof Of Concept ◽  
Regulatory Toxicology ◽  
Glass Slides ◽  
Microscopic Findings ◽  
Slight Discrepancy ◽  
Whole Slide Images ◽  
Diagnostic Discrepancies

This Proof of Concept (POC) study was to assess whether assessment of whole slide images (WSI) of the 2 target tissues for a contemporaneous peer review can elicit concordant results to the findings generated by the Study Pathologist from the glass slides. Well-focused WSI of liver and spleen from 4 groups of mice, that had previously been diagnosed to be the target tissues by an experienced veterinary toxicologic pathologist examining glass slides, were independently reviewed by 3 veterinary pathologists with varying experience in assessment of WSIs. Diagnostic discrepancies were then reviewed by an experienced adjudicating pathologist. Assessment of microscopic findings using WSI showed concordance with the glass slides, with only slight discrepancy in severity grades noted. None of the lesions recorded by the Study pathologist were “missed” and no lesions were added by the pathologists evaluating WSIs, thus demonstrating equivalence of the WSI to glass slides for this study.

Making the point? The audiovisual/digital media dissertation

2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett
Keyword(s):  
Digital Media ◽  
Film Theory ◽  
Education And Training ◽  
Content Type ◽  
Hands On ◽  
Practice Based Research ◽  
The University ◽  
Depth Interviews ◽  
And Training ◽  
Practical Recommendations

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.

Informed Evaluation of Pathology Residency Programs

2000 ◽  
Vol 124 (6) ◽  
pp. 853-858
Author(s):  
Rebecca F. Yorke
Keyword(s):  
Web Sites ◽  
Recent Literature ◽  
Training Programs ◽  
Data Extraction ◽  
Clinical Pathology ◽  
Study Selection ◽  
Starting Point ◽  
Key Issues ◽  
Pathology Training ◽  
Pathology Education

Abstract Objectives.—To identify resources and summarize important issues in anatomic and clinical pathology training and to assist the pathology resident candidate in evaluating potential training programs. Data Sources.—Published guides for medical residency applicants, recent literature discussing pathology education, and World Wide Web sites. Study Selection.—Resources perceived by the author as valuable for the pathology resident candidate. Data Extraction.—Key issues in pathology education are identified. Data Synthesis.—Issues are discussed from the perspective of a pathology resident candidate, and resources for further information are provided. Conclusions.—The pathology residency candidate faces unique challenges in the residency search process because of the breadth of pathology training and the limited exposure to the practice of pathology in medical school. General guides for residency applicants include little discussion of pathology-specific issues. Recent literature discussing pathology education is fragmented but provides invaluable insights for resident candidates. This review seeks to identify a wide variety of issues and resources as a starting point for evaluating potential training programs.

Registration accuracy between whole slide images and glass slides in eeDAP workflow

2018 ◽  
Author(s):  
Qi Gong ◽  
Benjamin P. Berman ◽  
Marios A. Gavrielides ◽  
Brandon D. Gallas
Keyword(s):  
Registration Accuracy ◽  
Glass Slides ◽  
Whole Slide Images

scholarly journals Forensic Pathology Education in Pathology Residency

2017 ◽  
Vol 4 ◽  
pp. 237428951771950 ◽  
Author(s):  
Amanda Spencer ◽  
Wayne K. Ross ◽  
Ronald E. Domen
Keyword(s):  
Forensic Pathology ◽  
Effectiveness Analysis ◽  
Fundamental Part ◽  
Lack Of Information ◽  
Variable Nature ◽  
Survey Results ◽  
Key Aspects ◽  
Residency Program Directors ◽  
Pathology Training ◽  
Pathology Education

Forensic pathology is a fundamental part of anatomic pathology training during pathology residency. However, the lack of information on forensic teaching suggests the highly variable nature of forensic education. A survey of pathology residency program directors was performed to determine key aspects of their respective forensic rotations and curriculum. A total of 38.3% of programs from across the country responded, and the survey results show 5.6% don’t require a forensic pathology rotation. In those that do, most forensic pathology rotations are 4 weeks long, are done at a medical examiner’s office, and require set prerequisites. A total of 21.1% of responding programs have residents who are not receiving documented evaluations for this rotation. While 39.6% of programs have a defined forensics curriculum, as many as 15% do not. Furthermore, nearly 43% of programs place no limit on counting forensic autopsies when applying for pathology board examinations. Our survey confirmed the inconsistent nature of forensic pathology training in resident education. Additionally, our curriculum was reorganized to create a more robust educational experience. A pre- and post-forensic lecture quiz and Resident In-Service Examination scores were analyzed to determine our curriculum’s impact and effectiveness. Analysis of our pre- and post-lecture quiz showed an improved overall average as well as an increase in Resident In-Service Examination scores, indicating improved general forensic pathology knowledge. Using this knowledge, along with changes in our curriculum, we generated a number of recommendations for improving forensic pathology education in pathology residency.

Mobile Business Retailing: Driving Experiential Learning on Campus

2017 ◽  
Vol 40 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Sarah Fischbach ◽  
Veronica Guerrero
Keyword(s):  
Digital Media ◽  
Modern Technology ◽  
Future Research ◽  
Marketing Plan ◽  
Marketing Concept ◽  
Mobile Business ◽  
Food Trucks ◽  
Implementation Evaluation ◽  
Novel Approach ◽  
Hands On

Engaging students in the classroom is a struggle all faculty face especially in the age of modern technology. This article proposes a novel approach to engage and motivate students through the mobile business “on wheels” marketing concept. The growth in mobile business retailing (e.g., food trucks, mobile dog groomers, etc.) is an appealing concept for today’s entrepreneurial-minded students. This concept provides students with an opportunity to combine their creativity with their understanding of the seminal marketing concepts of a principles of marketing course. The project involves two marketing challenges: the promotion of a mobile business retailing event on campus and the development of a marketing plan for a unique mobile business retailing idea developed by the students. The project provides a variety of hands-on, engaging pedagogies to guide the students from concept creation based on primary research through campaign proposals integrating digital media examples. Resources in project design, implementation, evaluation, and critical analysis of this comprehensive marketing project are outlined in this article. Recommendations for future research and implementation are also provided.

scholarly journals Virtual exchange facilitated by interactive, digital, cultural artefacts: communities, languages, and activities app (ENACT)

2021 ◽  
pp. 101-112
Author(s):  
Colin B. Dodds ◽  
Alison Whelan ◽  
Ahmed Kharrufa ◽  
Müge Satar
Keyword(s):  
Digital Media ◽  
Learning Experience ◽  
Interactive Media ◽  
Learning By Doing ◽  
Open Educational Resources ◽  
Intercultural Understanding ◽  
Hands On ◽  
Intercultural Exchange ◽  
Cultural Experiences ◽  
Web App

This chapter is based on a workshop at IVEC 2020 which presented a model of Virtual Exchange (VE) facilitated by interactive, digital, and cultural artefacts created using a progressive web app developed by the EU-funded ENACT project team. The model offers an innovative approach to online intercultural exchange through the opportunity to create, share, appropriate, and re-create cultural artefacts. Drawing on Thorne’s (2016) concept of cultural artefacts, the app is designed to enable artefacts as catalysts for intercultural exchange while “artifacts and humans together create particular morphologies of action” (p. 189). The ENACT project aims to develop Open Educational Resources (OER) that will foster intergenerational and intercultural understanding within and between communities; promote opportunities for intergenerational, intercultural interaction; and offer a real-world, immersive learning experience that brings culture to life. The web app is built on the well-established H5P.org interactive media engine tailored for the creation of, and engagement with interactive digital media for task-based exchange of cultural activities promoting linguistic, digital, and intercultural communication skills development. This chapter outlines how the ENACT app can be implemented in VE at higher education to facilitate deeper, immersive, virtual intercultural exchange experiences that go beyond talking about culture and that offer hands-on cultural experiences based on learning by doing to ensure equitable experiences to all students.

scholarly journals Digital Whole Slide Imaging Compared With Light Microscopy for Primary Diagnosis in Surgical Pathology

2020 ◽  
Vol 144 (10) ◽  
pp. 1245-1253 ◽  
Author(s):  
Alexander D. Borowsky ◽  
Eric F. Glassy ◽  
William Dean Wallace ◽  
Nathash S. Kallichanda ◽  
Cynthia A. Behling ◽  
...  
Keyword(s):  
Digital Pathology ◽  
Diagnostic Category ◽  
Primary Diagnosis ◽  
Current Standard ◽  
Diagnostic Categories ◽  
Standard Glass ◽  
Specific Subset ◽  
Glass Slides ◽  
Major Discrepancy ◽  
Whole Slide Images

Context.— The adoption of digital capture of pathology slides as whole slide images (WSI) for educational and research applications has proven utility. Objective.— To compare pathologists' primary diagnoses derived from WSI versus the standard microscope. Because WSIs differ in format and method of observation compared with the current standard glass slide microscopy, this study is critical to potential clinical adoption of digital pathology. Design.— The study enrolled a total of 2045 cases enriched for more difficult diagnostic categories and represented as 5849 slides were curated and provided for diagnosis by a team of 19 reading pathologists separately as WSI or as glass slides viewed by light microscope. Cases were reviewed by each pathologist in both modalities in randomized order with a minimum 31-day washout between modality reads for each case. Each diagnosis was compared with the original clinical reference diagnosis by an independent central adjudication review. Results.— The overall major discrepancy rates were 3.64% for WSI review and 3.20% for manual slide review diagnosis methods, a difference of 0.44% (95% CI, −0.15 to 1.03). The time to review a case averaged 5.20 minutes for WSI and 4.95 minutes for glass slides. There was no specific subset of diagnostic category that showed higher rates of modality-specific discrepancy, though some categories showed greater discrepancy than others in both modalities. Conclusions.— WSIs are noninferior to traditional glass slides for primary diagnosis in anatomic pathology.

scholarly journals Use of Augmented Reality (AR) to aid bioscience education and enrich student experience

2020 ◽  
Author(s):  
Laura E. Reeves ◽  
Edward Bolton ◽  
Matthew Bulpitt ◽  
Alex Scott ◽  
Ian Tomey ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Digital Media ◽  
User Experience ◽  
Test Performance ◽  
New Technologies ◽  
Learning Experience ◽  
Cost Effective ◽  
Still Images ◽  
3D Structures ◽  
The Impact

In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media including in films and games. Specifically, immersive experiences such as Virtual Reality (VR) and Augmented Reality (AR) have redefined how digital media can be delivered, encouraging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them has decreased making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledgebase required to generate, optimise and deliver 3D-digital content in both AR and VR. Here we sought to integrate an AR-based experience into a level 4 Biochemistry module to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise 2D still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures while promoting collaboration through a shared user experience. Assessing the impact of the AR-experience via a formative test and survey revealed that despite only a modest increase in test performance, students overwhelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.

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