Technology and Innovation in Histology: Adapting to a Changing Landscape of Teaching in Medical Microanatomy

Abstract

The teaching of medical microanatomy has shifted in recent years, with virtual microscopy now regularly utilized to supplement or replace microscope‐based laboratories. This, combined with increasing pressure to integrate curricula, reduce course hours, and enhance student self‐directed and active learning, introduces new opportunities and challenges for histology teaching. Here we describe how we have utilized technology to deliver histology content to students and facilitate active learning sessions within a Problem Based Learning curriculum (‘PIL’) at Drexel University College of Medicine.Microanatomy in the PIL curriculum is a stand‐alone course, integrated with Gross Anatomy, Physiology and Neuroscience in a Block format. While students are introduced to some topics through lecture, particularly early on in the year, much of the course content is delivered online through web‐based tutorials packaged as interactive presentations or as recorded powerpoint lectures. Students also access web‐based laboratory assignments with annotated virtual slides and a guide to EM images. Students then meet in groups for laboratory sessions that consist of scavenger hunt exercises and faculty led, interactive review. Application exercises with pathological images are incorporated into these sessions once students begin to study organ systems. Support for struggling students is provided through live Histohelp sessions and guidance to all students is accomplished through an online course blog. Analysis of student feedback demonstrates more student participation relative to previous formats, and a more positive perception of microanatomy.