What lies in the future for teaching in general and histology specifically?

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INTRODUCTION AND BACKGROUND

This thesis reports on a study that investigated the suitability of a multimedia resource in the teaching of histology. Many of the Medical University of Southern Africa (MEDUNSA) learners come from disadvantaged communities. The schools in these communities often have teachers that are under qualified and limited facilities. Many learners also have to attend school in their second language. These factors prevent learners from fulfilling their true potential at school. At MEDUNSA learners with a Swedish rating scale (SRS) value of 10 are allowed into the MBChB class. This means that a learner with a D for mathematics and a D for science is given a chance to study medicine. Few, if any, other university in South Africa would allow learners like this to study medicine. The results from this study will determine if learners like we have at MEDUNSA can be taught effectively using a special developed multimedia resource. The study will also determine to what extend multimedia can be used to improve or replace aspects of the old histology course for second year medical and dental learners.

How is histology taught?

The traditional way of presenting histology is in the form of lectures and practicals. The lectures are given using overhead transparencies and photographic slides. The transparencies are used to display drawings and text. The photographic slides are photographs (called micrographs) of cross sections through tissues and cells.

Histology tests and exams

At the end of each block a test is conducted. The test consists of a practical and theoretical section. The written section of the test counts out of 150 with 50 marks allocated for histology. The practical histology test consists of a first test out of 30 marks and a second test out of 40 marks.

The learners at MEDUNSA

MEDUNSA learners are mainly black. A quota system is used for admitting learners into the medical class. Black learners make up 77% of the selected learners, Indian learners 3%, white learners 11%, brown learners 8% and others (foreigners) 1%. The Swedish rating scale (SRS) system for the selection of learners is used at MEDUNSA. Only mathematics and physical science marks are taken into account.

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CHAPTER 1 INTRODUCTION AND BACKGROUND
1.1 Background
1.1.1 Histology
1.1.2 How is histology taught?
1.1.3 Histology tests and exams
1.1.4 The learners at Medunsa
1.1.5 What problems do we want to solve by changing the Histology course.
1.2 The project
1.2.1 History of the project
1.2.2 Literature on similar projects
1.2.3 Value of the research
1.2.4 What makes this study unique?
1.2.5 Limitations and boundaries of the project
1.2.5.1 Practical limitations
1.2.5.2 Research limitations
1.2.6 The myths surrounding multimedia and computer based learning.
1.2.7 Questions
1.2.7.1 Developmental questions
1.2.7.2 Research questions
CHAPTER 2 LITERATURE SURVEY
2.1 The project
2.1.1 What are the myths surrounding computer-based learning?
2.1.2 Development
2.1.2.1 Multimedia
2.1.2.2 What are the issues around tests?
2.1.3 What lies in the future for teaching in general and histology specifically?
2.1.4 Research
2.1.4.1 Instruments
2.1.4.2 Learner profiles
CHAPTER 3 DEVELOPMENT AND COLLECTION OF DATA
3.1 Research in general
3.1.1 Introduction
3.1.2 Instructional technology research
3.1.3 Developmental research
3.2 The Project
3.2.1 Development
3.2.1.1 Introduction
3.2.1.2 Multimedia
3.2.1.3 Tests
3.2.2 Research
3.2.2.1 Instruments
3.2.2.2 Learner profiles
CHAPTER 4 RESULTS
4.1 Research
4.1.1 Instruments
4.1.2 Learner profiles
CHAPTER 5 DISCUSSION AND RECOMMENDATIONS
5.1 Development (From the developer’s perspective)
5.1.1 Multimedia
5.1.2 Tests
5.2 Research
5.2.1 Instruments
5.2.2 Learner profiles?
5.3 Recommendations
5.4 Conclusion – How should histology be presented in future
5.5 Suggestions for further research
REFERENCES
APPENDIX

GET THE COMPLETE PROJECT
The suitability of a multimedia resource for teaching undergraduate histology in a developing country.

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