FishBased and “ParasiteBased” education for the digital age: a publicly accessible virtual learning environment

The availability of high-quality biological specimens is essential for teaching morphology, anatomy, histology, and parasitology. For this, traditional teaching methods rely on collection specimens and dissections of fresh specimens. These can only be accessed during scheduled practical sessions at universities or museums, which restricts students’ opportunities to repeatedly study specimens in detail. The use of animal specimens for teaching dissection skills and insight also raises ethical concerns regarding animal welfare. Within an educational innovation project at Hasselt University, in collaboration with the Institute of Natural Sciences in Brussels, we are developing a virtual learning environment to address these challenges. We use various digitalisation techniques, including 3D structured light and µCT scanning and 2D scans of microscope slides. We created 3D surface scans of the dissections of a dogfish, a carp, and a mouse, which are made available through the CANATHIST platform (https://canathist.naturalheritage.be/orthanc). These are being integrated into courses of vertebrate diversity and anatomy at Hasselt University. While student surveys showed that the scans were appreciated as preparation for practical sessions, they do have some limitations, e.g., some structures are poorly visible and the specific position and size of structures and tissues within a living organism can be difficult to grasp. Therefore, we also aim to µCT scan stained museum specimens. As a proof of concept, we scanned a specimen of the Nile perch Lates niloticus, an important food fish in tropical Africa, and a parasitic isopod of the European pilchard Sardina pilchardus (see Fig.). We were successful in segmenting several organs of the Nile perch, while the identification of internal structures proved more difficult for the isopod specimen. For a parasitology course, we scanned prepared microscope slides with various parasites, which were integrated into an interactive PowerPoint presentation to aid students in their understanding of parasite diversity, ecology, and life cycles. By using resources across different courses and disciplines, we can highlight the integration of different courses and promote interdisciplinary learning. Beyond its educational value for students, the project supports animal welfare by reducing the need for specimen dissection in teaching. Furthermore, by integrating digital resources in a virtual environment that is publicly accessible, we aim to support collaboration and capacity-building initiatives in the Global South, where access to physical specimens is often limited. In alignment with this aim, we include tropical species, as biology textbooks often use species from temperate zones as models.