Does the Use of Virtual Microscopy Enhance Student Collaboration and Content Mastery in an Undergraduate Human Anatomy Course?

Abstract

Virtual microscopy allows students to review microscopic slides via a computer interface that simulates a standard optical microscope. A number of studies have been published examining the use of virtual microscopy in medical and professional schools. However, little is known about the use of the virtual microscopy in undergraduate anatomy courses, an academic setting where learners may be less self‐sufficient than their medical school counterparts.We implemented the use of virtual microscopy in Indiana University's Basic Human Anatomy (A215) course beginning the summer of 2008. This undergraduate course enrolls over 400 students per semester, has many graduate teaching assistants (TAs), and until the summer session 2008 had used standard optical microscopes for histology. This study reports academic success and student satisfaction following implementation of virtual microscopy. Subject mastery was assessed by comparing aggregate lab exam scores before and after introduction of this technology. Student satisfaction was assessed by means of an online survey. Additionally, TAs were interviewed regarding how their instruction and students' learning may have been affected by the use of virtual microscopy.Students who utilized virtual microscopy performed much better on lab exams than students from previous semesters who used standard optical microscopes. There was increased student and TA satisfaction with virtual microscopy and more time was spent learning the material (versus learning how to use the microscope). However, student collaboration was not necessarily increased, unless the TAs were proactive and inspired collaboration among students. Our study indicates virtual microscopy is a valuable teaching tool in the undergraduate anatomy setting, but instructors may have to guide their students in utilizing this tool to its fullest potential.