Active learning in the medical histology laboratory engages students and faculty, improving performance

Abstract

Students at UAMS have traditionally studied histology with microscopes and the computer program, Histology Time, that encouraged independent study, but limited faculty‐student interactions. A major curriculum reconstruction offered the faculty an opportunity to convert most lecture and laboratory periods to interactive learning laboratories. Students were given homework assignments and mini‐lectures (25–35 min), which prepared them to apply the material. During class, the students worked in teams, reviewing clinical cases and applying histological knowledge to answer questions. Motivated by the clinical relevance, students came to class better prepared and eager to complete point‐getting exercises. The quality of the faculty interactions also improved learning, as faculty helped students with problem‐solving exercises, rather than spoon‐feed answers. Moreover, class attendance approached an unprecedented 100%. Using the same question bank, each unit exam showed improved class performance, especially in units teaching musculoskeletal, cardiovascular and respiratory systems, (increased by 4, 5.5, and 9.8 percentage points, respectively). No students were in academic jeopardy, compared with 5–8% of previous classes, which also shows that this approach facilitates learning for those having difficulties with the material. Supported by the Dept. of Neurobiology and Developmental Sciences.