Buzz groups facilitate collaborative learning and improve histopathological competencies of students.

Abstract

Traditional teacher-centered histopathology training is based on theoretical lectures and practical tutorials. We hypothesize that learning outcomes improve if students are activated by demonstrating cardinal features of slides to each other and discussing their pathogenesis. Buzz groups (BGs) could facilitate this. The aim of this study was to investigate the effectiveness of student-centered BGs, i.e., peer-teaching, versus traditional teacher-centered histopathology teaching. Furthermore, we compared digital with analog microscopy. In addition to traditional guided instruction and explanation of slides, neighboring students demonstrated to each other histopathological features and discussed associated pathogenesis. After only 4 course lessons, the BG students did much better than the control group (ANCOVA p = 0.002; F = 9.7). Then the control group also applied the BG technique. After another 4 lessons, the control group was able to catch up almost completely (ANCOVA p = 0.36; F = 0.9). Overall, there was no difference in time on task. Collaborative BGs improve the learning of histopathological competencies. They motivate and activate students to learn. The course also increased the appreciation of students for histopathology. For BGs, digital microscopy was better suited than traditional analog microscopy. The application of BGs in the context of analyzing microscopic images should be disseminated and studied on larger cohorts.