Abstract
Background: Histopathology and Cytopathology are crucial aspects of medical education. With a paradigm shift from traditional to competency-based curriculum, teaching strategies are crucial to enable learning. we undertook a comparative analysis to evaluate the efficacy of two distinct teaching Learning tools—diagrams and microscopic images—in enhancing the observational and cognitive skills of medical students. Material and methods: A mixed method research design was planned to obtain quantitative data followed by qualitative data. These were later integrated for interpretation. A series of thirty microscopic images of cells, from topics already taught and diagrams of the same cells, drawn with Hematoxylin Eosin pencils, were projected to assess cell identification. Students were tasked with identifying and documenting their observations. The microscopic images were sourced from standard textbooks, while the diagrams were prepared by faculty and validated by subject experts. Responses were evaluated and scores analyzed using paired t-test. Focus group discussion was conducted to obtain qualitative data. Results: A group of 74 second-year medical students voluntarily participated in this study. Statistical analysis revealed that the scores for diagram identification were significantly higher than those for microscopic images, with a p-value of less than 0.05. Diagrams had a positive impact. Conclusion: Diagrams were superior to microscopic images in facilitating cell identification. This study underscores the importance of incorporating drawing-based teaching and learning methods in cytology as they encourage a more profound and effective learning process. Continued inclusion of diagrams in medical education to enhance students' cell identification skills is recommended. Keywords: Cytopathology, Curriculum, Medical Education, Drawing
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