This project is a multidisciplinary study of cognition in the practice of histology, the microanatomy of tissues. Histology is a core course in the biological, premedical, and medical school curricula, and pathologists use its methods to diagnose a variety of medical disorders. Instruction in histology centers on the recognition of tissues in microscopes. This is a very challenging task that takes years to master. Much of the basis for this difficulty is that the tissue in microscope slides differs substantially in appearance from the whole tissue. As a result, ability in histology requires the development of high level skills of visual recognition and reasoning. This project will investigate the current and optimum methods for gaining expertise in basic histology through a variety of experimental studies.
The specific aims of the proposed research are the following: 1) Determine the information for human perceivers in microscope slides. Two studies will generate models of the use of diagnostic information in microscope slides for individuals who have completed the first year course in histology. 2) Assess the importance of visuospatial understanding of microanatomy for identification of tissues in microscope slides. An experiment will be conducted to test the hypothesis that the ability to identify structures and tissues in microscope slides will vary directly with the degree to which people have a clear visuospatial understanding of the microanatomy of the whole tissue. 3) Assess the importance of visuospatial understanding of the slice transformation for identification of tissues in microscope slides. An experiment will be conducted to test the hypothesis that the ability to identify structures and tissues in microscope slides will vary directly with the degree to which people have a clear visuospatial understanding of the transformation that relates 3D anatomy to 2D anatomical sections. The results of this research will lead to a detailed understanding of cognition in histology and to advances in theories of visual symbol systems used in the interpretation of images generated by human technology (e.g., x-ray, mri, aerial photographs). This project has the potential to generate substantial change in the methods for developing skill in histology at both the undergraduate and the medical school levels. The study of virtual reality methods of learning in conjunction with a rigorous study of histological reasoning will lead directly to the development of software that may significantly accelerate the development of skill in this challenging and important field.

Agency
National Institute of Health (NIH)
Institute
National Library of Medicine (NLM)
Type
Research Project (R01)
Project #
3R01LM008323-03S1
Application #
7544277
Study Section
Biomedical Library and Informatics Review Committee (BLR)
Program Officer
Sim, Hua-Chuan
Project Start
2005-02-01
Project End
2009-01-31
Budget Start
2008-01-01
Budget End
2008-01-31
Support Year
3
Fiscal Year
2008
Total Cost
$27,872
Indirect Cost
Name
University of Louisville
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
057588857
City
Louisville
State
KY
Country
United States
Zip Code
40292
Mattingly, William A; Chariker, Julia H; Paris, Richard et al. (2015) 3D Modeling of Branching Structures for Anatomical Instruction. J Vis Lang Comput 29:54-62
Naaz, Farah; Chariker, Julia H; Pani, John R (2014) Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention. Cogn Instr 32:44-64
Pani, John R; Chariker, Julia H; Naaz, Farah et al. (2014) Learning with interactive computer graphics in the undergraduate neuroscience classroom. Adv Health Sci Educ Theory Pract 19:507-28
Pani, John R; Chariker, Julia H; Naaz, Farah (2013) Computer-based learning: interleaving whole and sectional representation of neuroanatomy. Anat Sci Educ 6:11-8
Chariker, Julia H; Naaz, Farah; Pani, John R (2012) Item difficulty in the evaluation of computer-based instruction: an example from neuroanatomy. Anat Sci Educ 5:63-75
Chariker, Julia H; Naaz, Farah; Pani, John R (2011) Computer-based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention. J Educ Psychol 103:19-31
Pani, John R; Chariker, Julia H; Dawson, Thomas E et al. (2005) Acquiring new spatial intuitions: learning to reason about rotations. Cogn Psychol 51:285-333