Conference Presentations & Posters by Nicholas J Hawkins
Presented at Australia and New Zealand Association of Clinical Anatomist s(ANZACA) Annual Meeting, December 5-7, 2022, Brisbane, Queensland., 2022
Introduction
Interdisciplinarity integrates and synthesises the approaches of two or more disc... more Introduction
Interdisciplinarity integrates and synthesises the approaches of two or more disciplines to generate meaning from complex phenomena. Biological processes are not artificially separated by disciplines, and their understanding is best served through engagement with multiple disciplinary viewpoints. Interdisciplinarity promotes critical thinking and creates engaging experiences, fostering meaningful connections between disciplines.
Developing an integrated teaching resource requires a partnership of each discipline’s particular qualities. The cognate disciplines of histology and histopathology are traditionally siloed. Technological affordances are rarely considered fully in creating teaching resources.
We describe an interdisciplinary approach to creating an integrated online histology and histopathology learning resource.
Materials and Methods
We formed a partnership between histology, histopathology and technology, using a modified ‘negotiation by experts’ framework. Partners worked iteratively through content, using technological affordances to develop the resource organically.
Discipline content was treated separately, with negotiation to create integration between normal and abnormal. The pedagogical requirements both guided technological approach, and were informed by affordances of the technology.
Results
We created an online atlas that supports users within constructivist approaches to biomedical education. Learners interact with slides while mastering content. The use of virtual microscopy provides authentic learning experiences. Non-linear navigation supports a student-centred self-directed approach, with learners moving seamlessly between normal and abnormal.
Conclusions
Adopting an interdisciplinary partnership has enriched collaboration between all three partners. This resource supports the pedagogical approach of our program and drives pedagogical change for interactive online learning.
Bookmarks Related papers MentionsView impact
Uploads
Conference Presentations & Posters by Nicholas J Hawkins
Interdisciplinarity integrates and synthesises the approaches of two or more disciplines to generate meaning from complex phenomena. Biological processes are not artificially separated by disciplines, and their understanding is best served through engagement with multiple disciplinary viewpoints. Interdisciplinarity promotes critical thinking and creates engaging experiences, fostering meaningful connections between disciplines.
Developing an integrated teaching resource requires a partnership of each discipline’s particular qualities. The cognate disciplines of histology and histopathology are traditionally siloed. Technological affordances are rarely considered fully in creating teaching resources.
We describe an interdisciplinary approach to creating an integrated online histology and histopathology learning resource.
Materials and Methods
We formed a partnership between histology, histopathology and technology, using a modified ‘negotiation by experts’ framework. Partners worked iteratively through content, using technological affordances to develop the resource organically.
Discipline content was treated separately, with negotiation to create integration between normal and abnormal. The pedagogical requirements both guided technological approach, and were informed by affordances of the technology.
Results
We created an online atlas that supports users within constructivist approaches to biomedical education. Learners interact with slides while mastering content. The use of virtual microscopy provides authentic learning experiences. Non-linear navigation supports a student-centred self-directed approach, with learners moving seamlessly between normal and abnormal.
Conclusions
Adopting an interdisciplinary partnership has enriched collaboration between all three partners. This resource supports the pedagogical approach of our program and drives pedagogical change for interactive online learning.
Interdisciplinarity integrates and synthesises the approaches of two or more disciplines to generate meaning from complex phenomena. Biological processes are not artificially separated by disciplines, and their understanding is best served through engagement with multiple disciplinary viewpoints. Interdisciplinarity promotes critical thinking and creates engaging experiences, fostering meaningful connections between disciplines.
Developing an integrated teaching resource requires a partnership of each discipline’s particular qualities. The cognate disciplines of histology and histopathology are traditionally siloed. Technological affordances are rarely considered fully in creating teaching resources.
We describe an interdisciplinary approach to creating an integrated online histology and histopathology learning resource.
Materials and Methods
We formed a partnership between histology, histopathology and technology, using a modified ‘negotiation by experts’ framework. Partners worked iteratively through content, using technological affordances to develop the resource organically.
Discipline content was treated separately, with negotiation to create integration between normal and abnormal. The pedagogical requirements both guided technological approach, and were informed by affordances of the technology.
Results
We created an online atlas that supports users within constructivist approaches to biomedical education. Learners interact with slides while mastering content. The use of virtual microscopy provides authentic learning experiences. Non-linear navigation supports a student-centred self-directed approach, with learners moving seamlessly between normal and abnormal.
Conclusions
Adopting an interdisciplinary partnership has enriched collaboration between all three partners. This resource supports the pedagogical approach of our program and drives pedagogical change for interactive online learning.