通过电子学习,结合数字化的二维和三维寄生虫图像,教授寄生虫文化

A. Peña-Fernández, S. Llorens, C. Hurtado, F. Izquierdo, M. J. Pozuelo, S. Fenoy, Christopher N. J. Young, M. Evans, M. Ollero, C. Aguila, Á. Magnet
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引用次数: 0

摘要

医学寄生虫学的教学正面临重大挑战,包括需要扭转发达国家报告的这一科学学科教学状况下降的趋势,尽管这些国家的食物和水媒寄生虫疫情不断增加。此外,寄生虫学的教学应该适应我们社会中快速增长的生物医学和技术成就,这样我们才能满足未来学生的兴趣和期望,并能够满足未来的工作实习需求。因此,来自欧洲不同大学的寄生虫学家[De Montfort University, DMU, UK;与西班牙圣巴勃罗大学(USPCEU)和Miguel Hernández de Elche],正在开发一个完整的在线教学包,用于医学寄生虫学的教学,名为DMU e-Parasitology (http://parasitology.dmu.ac.uk)。这种新颖的包装包括一个虚拟实验室和显微镜,具有完整的临床样品中寄生虫数字化2D幻灯片库。最近,我们已经成功地使用了3D超分辨率显微镜(3D Cell Explorer;Nanolive),将重要的原生动物(例如http://parasitology.dmu.ac.uk /learn/3D_Parasitology/Acanthamoeba_ cyst_1.htm)和固定在载玻片上的人类真菌寄生虫的3D显微图像(多视点全息图像,96 z堆叠)合并在一起。与从预染色的临床样品中创建的图像(其中寄生虫的结构与背景无法区分)相比,可以在提供的每个固定培养样品的3D z堆叠图像中看到寄生虫感染形式的形态结构。然而,我们认为这种图像作为潜在的诊断工具几乎没有适用性,需要进一步开发。我们还创建了一个关于寄生虫细胞培养的电子学习单元(http://parasitology.dmu.ac)。UK /learn/lab/parasite_cell_cultures/ story_flash.html),其中展示了在寄生虫培养单元中工作的所有实践和程序,以及寄生虫学家/技术人员在寄生虫培养的真实条件下工作的详细信息和视频。为了验证这一单元,我们采用混合学习方法,在DMU高级生物医学科学理学硕士的最后一年BSc生物医学科学和BMedSci医学科学本科生和研究生中,他们自愿报名接受这些主题的形成性培训。该培训包括两个课程,于2019年4月的第一周进行,当时这些志愿者学生完成了DMU电子寄生虫学的寄生虫和细胞培养单元。第一节课主要是理论性的,提供了如何在寄生虫培养单元中工作的总体描述,并结合解释性迷你视频,学生可以在培养条件和特定的2D(临床样本)和3D(固定培养样本)幻灯片中观察不同的寄生虫。因此,学生可以以三种形式观察这些病原体的感染形式的形态结构:作为培养(活的和固定的)和在人体组织样本中。在第二节课中,学生使用二级生物安全柜来管理人体细胞,并执行日常任务,如细胞的生长、培养和计数。本文全面描述了这些用于教授/学习寄生虫培养的新资源,以及它们在向未来的医疗保健专业人员教授这些重要实验室技能方面的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
TEACHING PARASITE CULTURE THROUGH E-LEARNING INCORPORATING DIGITISED 2D AND 3D PARASITE IMAGES
The teaching of medical parasitology is facing important challenges including the need to reverse the current downward trend in the teaching status of this scientific discipline reported in developed countries, despite increasing food and water-borne parasitic outbreaks in these countries. Moreover, the teaching of parasitology should be adapted to the rapidly increasing biomedical and technological achievements in our societies, so we can meet future students’ interests and expectations as well as being able to supply future work placement needs. Thus, parasitologists from different European Universities [De Montfort University, DMU, UK; and the Spanish University of San Pablo CEU (USPCEU) and Miguel Hernández de Elche], are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using 3D super-resolution microscopy (3D Cell Explorer; Nanolive), to incorporate 3D microscopic images (multiple-viewpointholographic images, 96 z-stacks) of important protozoan (e.g. http://parasitology.dmu.ac.uk /learn/3D_Parasitology/Acanthamoeba_ cyst_1.htm) and fungal human parasites fixed on slides. In contrast to images created from pre-stained clinical samples, in which structures of the parasites were indistinguishable from the background, an insight of the morphological structure of the infective forms of the parasites could be seen in the 3D z-stack images in each fixed culture sample provided. However, we believe that such images will have little applicability as a potential diagnostic tool, requiring further development. We have also created an e-learning unit on parasite cell culture (http://parasitology.dmu.ac.uk /learn/lab/parasite_cell_cultures/ story_flash.html), which show all the practices and procedures for working in a parasite culture unit in conjunction with detailed information and videos of parasitologists/technicians working in real conditions with parasite cultures. In order to validate this unit, we used a blended learning approach with final year BSc Biomedical Science and BMedSci Medical Science undergraduate students and postgraduate students enrolled in the MSc Advanced Biomedical Science at DMU, who voluntarily enrolled to receive formative training in these topics. This training consisted of two sessions, which were delivered in the first week of April 2019, when these volunteer students had completed the DMU e-Parasitology’s Parasite and Cell Culture Units. The first session, mostly theoretical, provided an overall description of how to work in a parasite culture unit in conjunction with explanatory mini-videos, in which students were able to observe different parasites in culture conditions and specific 2D (clinical samples) and 3D (fixed culture samples) slides. Thus, students could observe the morphological structures of the infectious forms of these pathogens in three formats: as culture (live and fixed) and in a human tissue sample. In the second session students used a class II biological safety cabinet to manage human cells and performed routine tasks such as growing, culturing and counting these cells. This paper provides an overall description of these novel resources for teaching/learning parasite culture and their effectiveness for teaching these important laboratory skills to future healthcare professionals.
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