Comparaison entre les microscopes virtuels et conventionnels dans l'enseignement des sciences de la santé

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt28270

Mots-clés :

microscope virtuel , microscope basé sur le web , enseignement des sciences de la santé, expérience d'apprentissage

Résumé

Les microscopes virtuels sont des programmes informatiques ou web qui permettent aux utilisateurs de visualiser des diapositives numériques et d'imiter l'expérience de l'utilisation d'un vrai microscope optique. Les microscopes optiques traditionnels ont toujours été un outil d'enseignement essentiel dans l'enseignement des sciences de la santé pour observer et apprendre les structures cellulaires et tissulaires. Cependant, des études comparant les microscopes virtuels et optiques dans l'éducation ont rapporté la satisfaction des apprenants à l'égard des microscopes virtuels en ce qui concerne leur convivialité, leur qualité d'image, leur efficacité et leur disponibilité. Bien que l'utilisation de la microscopie virtuelle ou web augmente, il n'y a pas de diminution équivalente du nombre d'écoles utilisant des microscopes traditionnels. Nous avons effectué un examen de la portée pour étudier l'impact comparatif des microscopes conventionnels et virtuels sur différents aspects de l'apprentissage. Nous rapportons un effet relatif de la microscopie virtuelle et optique sur la performance des étudiants, la conservation des connaissances à long terme, et la satisfaction. Nos résultats montrent que la microscopie virtuelle est supérieure aux microscopes traditionnels en tant qu'outil d'enseignement dans le domaine de l'enseignement des sciences de la santé. D'autres études sont nécessaires sur différentes composantes d'apprentissage pour guider la meilleure utilisation de la microscopie virtuelle comme seul outil d'enseignement pour l'éducation en matière de soins de santé.

Bibliographies de l'auteur-e

Nazlee Sharmin, University of Alberta

Nazlee Sharmin is an Assistant Teaching Professor at the School of Dentistry at the University of Alberta in Canada. She completed her PhD in Physiology, Cell, and Developmental Biology and a MEd from the University of Alberta. Her research interest focuses on developing technologies in classroom teaching to improve students’ learning experiences.

Ava Chow, University of Alberta

Ava K. Chow is an Associate Professor at the School of Dentistry at the University of Alberta in Canada. She completed her PhD in Medical Sciences and a MEd from the University of Alberta. Her research interests include examining technology in education, foundational science education, and student-wellness. In lab, she studies the linkages between oral and systemic health.

Alice Dong, University of Alberta

Alice S. Dong has completed her Doctor of Dental Surgery from the School of Dentistry, University of Alberta in Canada. She is currently practicing as a general dentist.

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Publié-e

2023-11-28

Numéro

Vol. 49 No. 2 (2023): été

Rubrique

Articles

Licence

© Nazlee Sharmin, Ava K. Chow, Alice S. Dong 2023

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.