Use of Labeled Histology Images with Key Identification for Histology Teaching LearningFunding Nil.
Background and Objectives Histology learning conceptualizes the photographic memory of the observed section, which is not only tedious but also confusing in nature. The main objective of the present study was to evaluate the effectiveness of labeled histology images, with key identification points shared on WhatsApp (or other social media) during the identification process of histology slides among first year medical undergraduates.
Methodology In a quasi-experimental study involving medical first year undergraduate students of two medical colleges from south India, from October 2018 to May 2019, the learning outcomes were evaluated. A total of 242 students participated in the study. Group A received labeled histology images with key identification points through WhatsApp (or other social media or by a blog post) 2 days after the routine test. It was followed by a surprise test for the whole batch. Group B students received labeled images after the surprise test. Two weeks later, a revision test was conducted. Learning outcomes of spotter test scores were compared with Student t-test.
Results Students of group A have scored significantly more marks in the surprise test in both colleges compared with group B. The results indicate that groups that have been exposed to the labeled images with key identification points resulted in significant improvement in the scores in histology slide identification.
Conclusion Use of labeled images with key identification points and sharing with students improves histology-learning outcomes.
21 March 2020 (online)
Thieme Medical and Scientific Publishers Private Ltd.
A-12, Second Floor, Sector -2, NOIDA -201301, India
- 1 Selvig D, Holaday LW, Purkiss J, Hortsch M. Correlating students’ educational background, study habits, and resource usage with learning success in medical histology. Anat Sci Educ 2015; 8 (01) 1-11
- 2 Goldberg HR, Dintzis R. The positive impact of team-based virtual microscopy on student learning in physiology and histology. Adv Physiol Educ 2007; 31 (03) 261-265
- 3 Higazi TB. Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes. Anat Sci Educ 2011; 4 (02) 78-83
- 4 Kumar RK, Freeman B, Velan GM, De Permentier PJ. Integrating histology and histopathology teaching in practical classes using virtual slides. Anat Rec B New Anat 2006; 289 (04) 128-133
- 5 Hamilton PW, Wang Y, McCullough SJ. Virtual microscopy and digital pathology in training and education. APMIS 2012; 120 (04) 305-315
- 6 Mione S, Valcke M, Cornelissen M. Remote histology learning from static versus dynamic microscopic images. Anat Sci Educ 2016; 9 (03) 222-230
- 7 Ahmed R, Shamim KM, Humayun M, Talukder K, Alam K, Nargis T. Current practice in the histology practical classes of anatomy in the undergraduate medical education in 15 Bangladesh. Bangladesh J Med Educ 2014; 5 (01) 15-19
- 8 Goubran EZ, Vinjamury SP. Interactive atlas of histology: a tool for self-directed learning, practice, and self-assessment. J Chiropr Educ 2007; 21 (01) 12-18
- 9 Choudhury B, Gouldsborough I, Shaw FL. The intelligent anatomy spotter: a new approach to incorporate higher levels of Bloom’s taxonomy. Anat Sci Educ 2016; 9 (05) 440-445
- 10 Pandey P, Zimitat C. Medical students’ learning of anatomy: memorisation, understanding and visualisation. Med Educ 2007; 41 (01) 7-14
- 11 Anand AV, Pushpa NB. Innovation in histology practical demonstration: students and teachers view point. Int J Anat Res 2016; 4 (02) 2469-2472
- 12 Rajprasath R, Kumar D, Gunasegaran JP. Flipped histology classes—ascending Bloom’s taxonomy to achieve effective learning: a pilot feasibility study. Int J Anat Res 2018; 6 (03) 5494-5500
- 13 Cheng X, Ka Ho Lee K, Chang EY, Yang X. The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anat Sci Educ 2017; 10 (04) 317-327
- 14 Ranjan R, Jain A, Baghel AS. What’s App-assisted learning of anatomy as an adjuvant to traditional class-room learning: achievements and prospect. Int J Anat Res 2017; 5 (01) 3659-3664
- 15 Smirle J, Parent AD, Canuel M, Mandato CA. Undergraduate histology education: fostering an engaging and interactive environment is the key. Med Sci Educ 2012; 22 (04) 244-249