Impact of team‐based virtual microscopy on student learning in histology

Abstract

IntroductionHistology is a chief discipline in the basic medical science curriculum, and the practice of teaching it is based on theoretical didactic stratagem followed by practical training. Conventionally, students use to accomplish practical competence in this subject by learning optical microscopy. Nowadays, students can utilize latest information and communication technologies in the study of digital microscopic images. A virtual microscopy program was initiated at All India Institute of Medical Sciences, Jodhpur, India. In view of the fact that little pragmatic substantiation is there regarding the impact of virtual microscopy against optical microscopy on the acquisition of histology comprehension, this study was set up.ObjectiveThe purpose of this study was to: Provide students with a core content resource that transcends the classroom. To assess the students feedback and the impact of a set of measures deliberated to improve an experimental group's understanding of histology. This study evaluate and compare overall laboratory averages and individual test scores along with a student appraisal to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course.Material and MethodA pretest‐post test and cross‐over design was adopted. The students' reactions to the instructional measures were assessed by course evaluation data. In the first segment, the experiment yielded two groups in an entire census of 100 students, Group 1 performing the practical sessions with Optical Microscopy versus Group 2 performing the same sessions with Virtual Microscopy. In the second phase, the research subjects switched conditions. The prior knowledge level of all research subjects was assessed with a pretest. Knowledge acquisition was measured with a post test after each phase. Analysis of covariance was done to study the differential gain in knowledge at T1 and T2, considering the possible differences in prior knowledge at the start of the study. Quantitative assessment of students was based on laboratory quizzes.ResultBoth short and long term outcome of implementing such module will be discussed at time of conference. Along with that, discussion would emphasize on its role in the medical education system.ConclusionAlthough allowing students access to high‐quality digitized materials and boosting prerequisite skills are clearly not entirely sufficient to boost final competence. Instead, the solution may lie in making students externally accountable for their learning throughout their training. More importantly, data from assessment scores and evaluation surveys indicated that use of the virtual microscope may significantly improve student performance and learning efficiency. Procedures for successfully implementing this change shall be discussed.