Resume

• 2014

  Embryology

  Histology

  Gross Anatomy Education\nGraduate program affiliation

  Master's in Modern Human Anatomy\nEducational Research & Scholarship

  University of Colorado Anschutz Medical Campus

• 2012

  University of Colorado Anschutz Medical Campus

  Embryology

  Histology

  Gross Anatomy Education\nChair

  Curriculum Committee

  Master's in Modern Human Anatomy\nEducational Research & Scholarship

  University of Colorado Anschutz Medical Campus

  Educational Affairs Committee

  Elected Member (2016-present); Professional Development Committee

  Elected Member (2010-2015)

  American Association of Anatomists

  Admission Committee Member

  Admissions Committee - School of Medicine

  Councilor-at-Large

  elected

  Council

  American Association of Clinical Anatomists

  The Academy of Medical Educators provides a home base for teachers and a visible mechanism to support and enhance all educational programs and teachers at the University of Colorado School of Medicine. The primary goal of the Academy is to create an environment that promotes and rewards teaching excellence and enhances the education of our students

  residents

  fellows

  faculty and community. Specific goals include: \n•To develop and sustain a cadre of individuals skilled in medical education \n•To promote and celebrate excellence in education \n•To encourage curricular and teaching innovation \n•To promote educational research and scholarship\n\nhttp://www.ucdenver.edu/academics/colleges/medicalschool/education/academy/Pages/default.aspx

  Member (competitive)

  Academy of Medical Educators

• 2010

  Education Committee - Member

  American Association of Pathologists' Assistants

  Co-Chair (2016-2017); Member (2015-2016)

  Faculty Promotions Committee - School of Medicine

  Chair

  Chair-Elect

  Secretary

  Member

  American Dental Education Association

  Anatomical Sciences Section

  Member (Nominated by Academy of Medical Educators); (Elected by the Faculty Senate)

  Curriculum Steering Committee - School of Medicine

  Virtual Microscopy Database (VMD) is a platform for global sharing of digital tissue slide images for education

  research

  and scholarship. VMD is supported by the Americal Association of Anatomist's (AAA) Innovation Program. \nhttp://virtualmicroscopydatabase.org/

  Administrator

  Virtual Microscopy Database

  Presidential Appointee

  Financial Affairs Committee

  American Association for Clinical Anatomists

  Member

  Annual Conference Planning Committee

  American Associating for Clinical Anatomists

  Histology Expert

  National Board Anatomic Sciences Test Construction Committee

  Joint Commission on National Dental Examinations

  American Dental Association

  Korean

  English

  Excellence in Teaching Award

  The Ohio State University School of Medicine

  Chancellor's Teaching Recognition Award

  Chancellor's Teaching Award is given each year to one faculty member in each of the 13 schools and colleges at CU Denver|AMC in recognition of excellence in teaching.

  University of Colorado School of Medicine (Graduate School)

  Outstanding Mentoring Award Nomination

  Dean's Master's Mentoring Award

  Nominated by students

  selected by a committee in the graduate school

  University of Colorado Anschutz Medical Campus

  Graduate School

  University of Nebraska-Lincoln

  Bachelor of Science (B.S.)

  Biological Sciences

  University of Iowa

  Doctor of Philosophy (Ph.D.)

  Anatomy and Cell Biology

  ASCP

  Pathologists' Assistant

• 2008

  The Ohio State University

  Embryology

  Histology

  Gross Anatomy Education\nChair

  Graduate Program in Anatomy\nEducational Research & Scholarship

  The Ohio State University

• 2006

  Creighton University School of Medicine

  Pathology resident instruction\nDirector

  Automated Imaging System\nAssociate Director of Autopsy Services\nSafety Officer

  Department of Pathology\nMedical student instruction

  Creighton University School of Medicine

• We are now accepting new VMD users by application.

  The Virtual Microscopy Database is a brainchild of the Digital Histology Interest Group within American Association of Anatomists (AAA). VMD is the world's largest repository of virtual microscopy tissue slides and was created by the inter-institutional team of histology educators

  Drs. Lisa MJ Lee

  Haviva Goldman

  and Michael Hortsch. The VMD project was funded by the AAA Innovation Program and its database platform is supported by the MBF Biosciences.

  With the advent and the proliferation of virtual microscopy in histology and pathology education and research

  VMD was created as a centralized repository where the community of scholars and researchers can share a large selection of virtual tissue...

  American Association of Anatomists' Virtual Microscopy Database

  Human Histology Virtual Lab

  The OSU Histology Online Program is produced by Dr. Lisa MJ Lee in the Dept of BioMedical Informatics- Div of Anatomy. Acknowledgements: This site was created with help & contribution from OCIO-Impact Grant

  Cindy Gray

  Vinny Balzano & The OSU Dept. of Pathology. Having trouble accessing this page? Contact us at histology.support@osumc.edu.

  We are now accepting new VMD users by application.

  With the advent and the proliferation of virtual microscopy in histology and pathology education and research

  VMD was created as a centralized repository where the community of scholars and researchers can share a large selection of virtual tissue slides for enhancing education

  research and scholarship. \nThis project was born out of the Digital Histology Interest Group within the American Association of Anatomists (AAA) and is supported by the AAA's Innovation Program.\n

  With the advent and the proliferation of virtual microscopy in histology and pathology education and research

  VMD was created as a centralized repository where the community of scholars and researchers can share a large selection of virtual tissue...

  Virtual Microscopy Database

  Lippincott's Pocket Histology

  Lippincott's Pocket Histology is a go-to reference

  review and study tool for histology with a strong focus on high-yield topics and presentation. It presents the essential information needed for course and board exam review in a concise

  quick-reference format with tables

  full-color images

  and bullet-point text.

  Dr. Lee's Histology Lab

  The Virtual Histology Laboratory is a project developed by Dr. Lisa Lee at the University of Colorado School of Medicine's Department of Cell and Developmental Biology.

  Mobile Applications

  Clinical Research

  Digital Education

  Online course development

  Anatomy

  Human Computer Interaction

  Animal Models

  Teaching

  Anatomic Pathology

  Histology

  E-Learning

  Autopsy

  Virtual Histology

  Cell Biology

  Human Anatomy

  Embryology

  Medical Education

  Educational Research

  Dental Education

  Immunohistochemistry

  Voice in Digital Education: The Impact of Instructor's Perceived Age and Gender on Student Learning and Evaluation

  Jennifer Stratford

  Abstract\nInstructor evaluations are influenced by implicit age and gender bias

  with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male‐associated qualities such as leadership and authority

  are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors

  regardless of students’ positive learning outcomes. As digital learning resources become the norm in education

  it is crucial to explore the impact of implicit bias at various educational levels. In this study

  undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age

  and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre‐quiz vs. post‐quiz comparisons using Repeated‐Measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using Repeated‐Measures MANOVA and three‐way MANOVA. Post‐quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26)

  suggesting that learning occurred irrespective of the instructor gender and age. Students’ evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control

  younger male and younger female narrators received significantly higher ratings for approachability

  acceptance

  inclusivity and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.

  Voice in Digital Education: The Impact of Instructor's Perceived Age and Gender on Student Learning and Evaluation

  Michael Hortsch

  Haviva Goldman

  The Virtual Microscopy Database – Sharing Digital Microscope Images for Research and Education

  Gender and age bias is well-documented in academia with many studies demonstrating bias in students' evaluations of instructors. Failure of an instructor to meet gender or age-based expectations can translate to lower scores or negative comments on evaluations. While there is some evidence of bias in students' evaluations of online instructors

  current studies have not fully examined the relationship between bias and instructor vocal characteristics. First-year dental students at two institutions were randomly assigned one of four videos on spinal cord anatomy to view. Videos contained identical content but were narrated by individuals of different gender and age (younger man

  younger woman

  older man

  older woman). Students completed a content-based prequiz

  watched the video

  completed a postquiz

  and answered a questionnaire evaluating the video and instructor. Students at Institution A rated the younger man and younger woman highest for nearly every evaluation category. At Institution B students rated the older man and younger woman highest. Results reveal that the older woman's voice received the lowest rankings for nearly every question in both samples. This report confirms the presence of gender and age bias in student evaluations of instructors in an online environment and demonstrates that bias may surface in response to vocal characteristics. Bias may impact older women more significantly than other groups. Differences in results from Institution A and Institution B suggest that factors affecting student perceptions of instructors

  and the roles that gender and age bias may play in student evaluations

  are complex and may be contextual. Anat Sci Educ. © 2016 American Association of Anatomists.

  Dissecting the voice: Health Professions students' perceptions of instructor age and gender in an online environment and the impact on evaluations for faculty

  Henry Griffy

  Michael Hollar

  Po-Yin Yen

  Medical Science Educator

  Histology is a fundamental subject in health science education. The highly visual nature of the subject and its costly requirements (lab space

  equipment and demanding instructor contact hours) have resulted in limited course offerings and hindered the progress to convert histology into an effective online course that complies with the Quality Matters (http://www.qmprogram.org/) standards

  a set of best practice criteria for online course design by which the quality of the course may become certified via faculty-centered peer review process. With the advancement of technologies such as microscope simulators and course management systems

  a stand-alone online histology course is becoming closer to realization. With the ultimate goal of establishing a stand-alone histology course that meets all Quality Matters standards

  we report here

  results of a qualitative assessment of students’ experience with previous histology courses

  virtual laboratory

  and their expectations for a potential stand-alone online histology course. These results can be categorized into four themes that recommend corresponding functions to be included in an online histology course: 1) interactivity; 2) self-assessment; 3) multimedia support; and 4) access to peer and instructors via social media. Our findings provide a valuable insight into students’ expectations based on their comfort level and experience with technology and histology course. \nKey words: e-Learning

  web-based

  online histology

  virtual slides

  education

  technology\n

  Students’ Expectations of an Online Histology Course: a Qualitative Study

  Douglas J Gould

  Social networking applications have become a ubiquitous part of daily life

  especially for the current generation of students. Use of the social networking application

  Twitter™

  for education is explored in the current study. During a year-long

  integrated basic science course

  the instructors tweeted a multiple-choice question relating to course content after each lecture

  followed by another tweet with the correct answer the following day. A Twitter™ link was made available to first- and second-year dental students with an option to sign up for “push” notifications on their smartphones. The second-year students were invited to take a pre-quiz before the Twitter™ feeds started and then a post-quiz 10 weeks later to attempt to quantify the educational value of the tweets. Further

  students were invited to take a survey to measure their perception of the overall value of Twitter™ as an educational tool and to obtain their opinion on the usability of a social networking application for educational purposes. Results indicate that (1) students were not familiar with Twitter™ and voiced their desire for anatomy feeds through Facebook™ initially

  (2) many students did not have Twitter™ accounts and had to create one

  (3) second-year students preferred to have tweets “pushed” to their phones while most of the first-year students preferred to visit the Twitter™ site before course assessments

  (4) most students found the Twitter™ feeds to be a good educational resource and planned to continue following the feeds

  and (5) Twitter™ feeds complemented the second-year students’ ability to recall course material.

  Educational Implications of a Social Networking Application

  Twitter(TM)

  for Anatomical Sciences

  Anna Edmondson

  Tamojit Ghosh

  Marianne Conway

  John Fredieu

  David Bolender

  Donald Lowrie

  Kerin Claeson

  Manas Das

  Additional authors: Pad Rengasamy

  James Williams

  Kerby Oberg

  A guide to Competencies

  Educatinoal Goals

  and Learning Objectives for Teaching Human Embryology in an Undergraduate Medical Education Setting

  Douglas Gould

  Patrick Sylverster

  The Cerebral Arterial System: A Visual Recall Device

  Miriam Post

  An interactive learning resource on pathobiology of Autosomal Recessive Polycystic Kidney Disease

  featuring comprehensive review of anatomy

  histology and embryology.

  Autosomal Recessive Polycystic Kidney Disease: A Comprehensive Lesson in Pathology

  Embryology

  Histology and Anatomy

  Douglas Gould

  Rollin NW

  The Educational Value of Online Mastery Quizzes in a Human Anatomy Course for First-Year Dental Students.

  H Wayne Lambert

  Dorothy Burk

  Embryology and Histology Education in North American Dental Schools: The Basic Science Survey Series

  Incorporation of light field photography into an online anatomy resource does not influence student quiz performance or perceptions of usability

  A Guide to Competencies

  Educational Goals

  and Learning Objectives for Teaching Medical Histology in an Undergraduate Medical Education Setting

  Hannah Koury

  Hannah Koury

  Carly Leonard

  Patrick Carry

  Abstract\nHistology is a visually oriented

  foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education

  few studies have shown the impact of this change on visual literacy development

  a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert's gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study

  one group of novices (n = 9) was provided with training materials that included expert eye gaze

  while the other group (n = 12) was provided training materials with identical content

  but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance

  and performance measures including time-to-task-completion and accuracy

  were collected during an identification task assessment. Compared to the control group

  the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group

  indicating the potential efficacy of training using an expert's gaze to enhance visual literacy development. With further investigation

  such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects.

  An Expert Derived Feed Forward Histology Module Improves Pattern Recognition Efficiency in Novice Students

  Douglas Gould

  Patrick Sylvester

  The Cranial Nerves and Foramina: A Visual Recall Device.

  Jessica Parker

  The Oral Cavity: A study of the Development

  Anatomy and Histology of the Oral Cavity

  Rae Russell

  MedEdPORTAL

  Gross Anatomy of the Spinal Cord: An Online Learning Module

  Lippincott's Pocket Histology is a go-to reference

  review and study tool for histology with a strong focus on high-yield topics and presentation. It presents the essential information needed for course and board exam review in a concise

  quick-reference format with tables

  full-color images

  and bullet-point text. The book contains multiple features identifying the clinical significance of concepts

  as well as mnemonics to aid in the retention of facts. An index of terms and color-coded systems organization provide easy access to histological facts. This pocket-sized reference intuits how students typically study for exams and provides highly distilled content in one easily portable source.\n\nFeatures include:\n\n ■An introductory section on the basic principles of histology to provide a concise overview of concepts\n ■Clinically significant facts for practical application\n ■Over 300 full-color photomicrographs\n ■Tables

  diagrams

  and a complete index of terms for quick reference\n ■Mnemonic memory aids\n ■Histological look-a-likes and tips for distinguishing among them\n

  Lippincott's Pocket Histology

  Lisa