20 - Comparison of Virtual and Optic Microscopy Across Student Mastery Levels on Learning Outcomes in Medical Histology and Histopathology

Poster Board Number: 20
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Abstract Body : In recent decades, the time dedicated to histology in medical school curricula has decreased significantly and histology laboratories have largely been removed altogether. Without such dedicated laboratory time, educators have shifted towards using static images or virtual microscopy to teach histology. Studies that have examined the use of static images versus optic or virtual microscopy to teach histology have yielded varying results. Additionally, our review of the literature revealed no studies on which approach is most effective for teaching histology across student mastery levels. The purpose of this study was to evaluate academic performance following learning sessions across cohorts of novice, advanced beginner, and competent students using either static images, virtual, or optic microscopy. We hypothesize that regardless of student mastery level, students who learn histology (or histopathology) using virtual microscopy will exhibit superior academic performance and retention.

Novice students (Master of Medical Science students, n=21), advanced beginner students (first-year medical students, n=39), and competent students (second-year medical students, n=36) at Lake Erie College of Osteopathic Medicine were recruited via email. Within each mastery level cohort, participants were randomized into three groups: static images, virtual microscopy, and optic microscopy. The static images group was given a lecture using static images on a projected PowerPoint. The virtual microscopy group was given a lecture using a projected live feed of the instructor using a virtual microscopy database; students were instructed to follow along with the lecture while using the virtual database on their own computer. The optic microscopy group was given a lecture using a projected live feed of the instructor’s microscope; students were instructed to follow along with the lecture on their own microscope. Lecture content was identical across all groups in each cohort. The novice students covered histology of epithelium types and muscle types, the advanced beginner students covered histology of the respiratory system, and competent students covered histopathology of the respiratory system. Learning was assessed using a 15-question multiple choice pre-, post-, and retention test. Student perceptions were assessed using three open-response questions.

The desired pattern of academic performance for this study was an increase in score from pre- to post-test and from pre- to retention test, and no decrease in score from post- to retention test. For novice students, this pattern was only observed in students who were in the virtual microscopy group. For advanced beginner students, this pattern was only observed in students who were in the static images group. For competent students, this pattern was only observed in students who were in the optic microscopy group. Generally, students indicated that they enjoyed their sessions regardless of the teaching method and viewed the experience as valuable.

These results suggest that there is not a single method that is most effective for teaching histology, but rather that the best method largely depends on the mastery level of the student. Novice students appear to benefit most from a lecture using virtual microscopy, advanced beginner students from a lecture using static images, and competent students from a lecture using optic microscopy. This study fills the gap in current educational research about how to best teach histology.