Use of Peer Instruction in an interactive medical histology laboratory (721.16)

Abstract

Our previous study exploring the use of an Audience Response System (ARS) to promote active learning and group interactivity in a medical school histology laboratory determined the method to be effective in stimulating discussion, enhancing peer interaction, and applying the material. Separately, the instructional strategy known as Peer Instruction (PI) provides a model for student interaction using a controlled questioning process. Upon implementation of PI, published studies report increases in students’ conceptual reasoning and quantitative problem solving skills. Our study seeks to further develop the concept of ARS in a histology course by implementing the use of PI in a medical histology laboratory setting.Presenting clinically‐relevant questions associated with microscope images using the PI model provides a system through which visual learning, pattern recognition, group interaction, and clinical application are simultaneously addressed. The benefits of Peer Instruction Laboratory Sessions (PILS) are evaluated by obtaining individual student assessments from the PILS using ARS data and comparing them to corresponding student laboratory exam scores. This data comparison thus helps to quantify the impact of PILS on visual application and long term material retention.