Abstract
BackgroundChinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills.MethodsTwo hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students’ teaching preferences and satisfaction were assessed using questionnaires.ResultsTest scores in the VM group showed a significant improvement compared with those in the LM group (p < 0.05). There were no substantial differences between the two groups in the mean score rate of multiple-choice questions and the short essay category (p > 0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p < 0.05). The questionnaire results indicate that the VM system improves students’ productivity and promotes learning efficiency. Furthermore, students reported other positive effects of the VM system in terms of additional learning resources, critical thinking, ease of communication and confidence.ConclusionsThe VM system is an effective tool at Chinese medical university to promote undergraduates’ active learning and problem-solving skills as an assisted teaching platform.
Highlights
Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy
Group 1 was scheduled for virtual microscopes and became the VM group, and Group 2 was scheduled for light microscopes, becoming the LM group
100% of students in the VM group and 98% in the LM group completed the questionnaire on their preference for VM or LM; after the course, the completion rates were 97% and 96%, respectively
Summary
Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, has reduced creativity and problem-solving skills training in the curriculum. At most universities in China, histology courses are traditionally lecturebased, incorporating the use of textbooks, glass slides and conventional microscopy These courses have been confronted by resource limitations, including too many students and not enough space to accommodate them all, and very few instructors and teaching resources, including human specimens and microsections [3]. Strategies to enhance students’ active learning and problem-solving skills are increasingly used in the better-known Chinese medical schools
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
