Medical Students in the Microscopic Anatomy Course: Active Learning as an Evolving Response to the Adult Learner's Needs

Abstract

The microscopic anatomy lab experience in the U. S. is evolving from using light microscopes to employing virtual microscopy using digital technology. There is a view that active learning principles and laboratory‐acquired skills have also been marginalized. However, we believe this actually provides a better opportunity for active learning because computer monitors can be readily shared. Accordingly we developed lab sessions that apply principles of adult learning and instructional design. These include linking, hooking, engagement, transfer and teaching to different learning styles and preferences. We will test the hypothesis that these principles will improve the medical students’ performance and satisfaction. Preliminary data based on student surveys of lab activity shows positive responses.This is a comparative study with a quasi‐control group. Two years of student performance and course evaluation data will be compared. Student exam scores, course evaluations, surveys of lab activity and faculty surveys of students’ participation will be collected. The survey data will be analyzed by tabulating the ratings for each question and survey written comments will be analyzed for themes. This approach also favors development of teamwork skills that will not be directly assessed in this study, but could be implied from comments of participants.Grant Funding Source: Pending ‐ SMHS Medical Education Grant