MicroscopyEducation
Figure 4: Images of the same microscopic field of cells from a 100 µm section of rat cerebrum (Golgi-Cox staining). (a) An image taken with the ×180 mobile micro- scope showing excellent depth of focus on the thick section. (b) An image taken with the educational microscope ECLIPSE E100 with 10× objective lens. All images were collected with the Huawei P10 Plus smartphone. Scale bars represent 50 µm.
the educational microscope with a 10× objective lens, all neu- rons are not necessarily focused in a single image (Figure 4b), but with the ×180 L-eye microscope they are focused in a single image (Figure 4b). Te deeply focused image presentation of his- tological sections may make it easier for students to understand tissue structure. Performance of the L-eye mobile microscope configured
as a Leeuwenhoek-type system with the original small size was comparable to a conventional light microscope for histological observation. In contrast, most other smartphone microscopes are based on the combination of mobile devices and a tradi- tional compound microscope, where the smartphone camera attaches to a long tube that holds intermediate and objective lenses and has the problem of blurring when taking a picture by hand. Te blurring can be fixed with the use of a special bulky console, but only by sacrificing the original compact- ness. Compared to those smartphone microscopes, the L-eye mobile microscope may be distinguished by several character- istics: it is compact, light, portable, easy to operate and main- tain, and, most importantly, free from the blurring issue as it is set statically on a table. Many medical schools utilize one microscope for each
student in histology and pathology classes. However, at para- medical educational sites such as nursing schools, a sufficient number of ordinary microscopes may not be available. Since the performance of the L-eye mobile microscope at a moderate magnification was found to be high enough to be practically employed, it could provide a handy and cost-effective substi- tute for standard microscopes used in nursing and paramedi- cal settings. Furthermore, histology education with the L-eye mobile microscope can be extended to primary and secondary
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schools, to lectures for lay audiences, and to general use in underdeveloped countries where expensive microscopes are difficult to obtain.
Conclusions Te image quality, resolution, and colors of the pictures
taken by the L-eye microscope, in spite of its simple con- struction, were comparable to those obtained by the con- ventional microscope used in medical education. Te L-eye mobile microscope is convenient to use in medical, nursing, and paramedical educational settings as a secondary device, where the necessary number of ordinary microscopes are not available.
Acknowledgments Te authors are grateful to Prof. Atsushi Nambu of the
National Institute for Physiological Science for providing tis- sue sections. We also would like to thank Mr. Toshiyuki Itoh for his continuous support for manufacturing mobile micro- scopes.
References [1] JM Perkel, Nature 545 (2017) 119–21. [2] H Kim et al., PLoS One 11 (2016) e0162602. [3] LC Wicks et al., Wellcome Open Res 2 (2018) 107. [4] A Skandarajah et al., PLoS One 9 (2014) e96906. [5] CW Pirnstill and GL Cote, Sci Rep 5 (2015) 13368. [6] TE Agbana et al., PLoS One 13 (2018) e0205020. [7] JT Coulibaly et al., PLoS Negl Trop Dis 10 (2016) e0004768 [8] A Skandarajah et al., PLoS One 12 (2017) e0188440. [9] Y Koyama et al., J Neurosci Methods 218 (2013) 103–09.
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