Interactive group learning in a virtual microscopy world

Abstract

Virtual microscope technology presents new opportunities and challenges for curricular development in medical education. In our Problem Based Learning (PBL) curriculum at Drexel University College of Medicine, we chose to replace traditional microanatomy laboratory sessions with web‐based annotated virtual slide based assignments, self‐study guides, and self‐assessments for students to complete at home. We then used the laboratory time for group‐based review sessions that were comprised of structure scavenger hunts with student presentations and faculty facilitation. Following the first year of this format change, no significant difference in student practical exam performance was evident. However, performance on microanatomy multiple‐choice questions increased by 13%, suggesting enhanced understanding of microanatomy concepts. Since other curricular changes were also implemented this year, it is not possible to determine the degree to which the lab format change contributed to this increase. Student evaluations suggest the new format was preferred, and was an effective use of time. Laboratory participation averaged 99%, and 89% of students reported completing most at‐home assignments in advance of in‐lab sessions. We conclude that the new lab format encourages both independent and interactive‐group learning, and is well suited to the learning style of our PBL students.Grant Funding SourceDrexel University Professional Enrichment and Growth Grant