School of Human Sciences, The University of Western Australia, Perth, WA, Australia.
Adv Exp Med Biol. 2023;1431:107-144. doi: 10.1007/978-3-031-36727-4_6.
Over the past 50 years technology has made teaching and learning more interesting and has been a useful tool to motivate students to learn.Students today can learn using computers, iPads and mobile devices to access increasing numbers of educational websites and many eLearning apps. E-learning is now an integral component of most teaching delivery. There have been many innovations utilising both technology-enhanced and interactive learning strategies to revolutionise histology teaching. Now learning resources can be successfully delivered via the Internet, so students can complete all learning outcomes away from the traditional histology classroom environment (i.e. study histology online).The rapid developments in technologies and computer-based learning opportunities coincided with the appearance of Teaching and Learning Centres in Universities promoting teaching practices and supporting more improved learning strategies.This chapter describes how assessments in histology have become an important tool for student learning. A chronological documentation of various assessment opportunities enabled by the increasing use of technology will be described. In particular, assessment packages that engage students and return immediate feedback make histology learning efficient and significantly improve students' performance on examinations.Assessment strategies described here may be useful for "early career" histology teachers engaging eLearning and/or new teaching departments at new universities embarking on presenting curricula in newly established medical, dental and biomedical/health science programmes.This chapter is also an historical account of at least some assessment practices in histology over the past 50 years. Perhaps similar practices were used to assess student learning in other closely related disciplines such as anatomy including neuroanatomy.
在过去的 50 年里，技术使教学更加有趣，并且是激发学生学习的有用工具。今天的学生可以使用计算机、iPad 和移动设备来访问越来越多的教育网站和许多电子学习应用程序，从而进行学习。电子学习现在是大多数教学的一个组成部分。利用技术增强型和互动学习策略进行了许多创新，彻底改变了组织学教学。现在，学习资源可以成功地通过互联网提供，因此学生可以在远离传统组织学课堂环境的地方完成所有学习成果（即在线学习组织学）。技术的快速发展和基于计算机的学习机会与大学教学中心的出现相吻合，该中心促进了教学实践并支持了更多改进的学习策略。本章描述了组织学评估如何成为学生学习的重要工具。将描述通过日益增加的技术使用而获得的各种评估机会的时间顺序记录。特别是，使学生参与并返回即时反馈的评估包使组织学学习变得高效，并大大提高了学生在考试中的表现。这里描述的评估策略对于从事电子学习和/或新的教学部门的“新手”组织学教师可能很有用，这些新的教学部门在新成立的医学、牙科和生物医学/健康科学课程中任教。本章也是过去 50 年来组织学评估实践的历史记录。也许类似的实践用于评估其他密切相关的学科（包括神经解剖学）的学生学习情况。
