The positive impact of team-based virtual microscopy on student learning in physiology and histology

Abstract

Team-based virtual microscopy and on-line learning were used to transform the first-year Physiology/Histology course at The Johns Hopkins School of Medicine into a student-centered learning environment. Prior to each laboratory session, students were required to view prelaboratory virtual lectures and examine digital slides that had been enhanced with annotations and 2-min microlectures. The laboratory classroom was then used for team-based learning exercises including student presentations and small-group discussions designed to integrate histology and physiology. The results of quantitative assessments indicated an 8- to 14-point increase over the identical final exams given over the past 5 yr. Means (+/-SD) of percent correct answers on the final exam were found to be 75.2% (11.1%), 72.5% (12.6%), 70.5% (12.6%), 73.6% (11.3%), 73.1% (12.2%), and 84.1% (9.1%) for years 2001-2006, respectively. The mean test scores for all other years were statistically lower compared with 2006, as determined by the Bonferroni post hoc multiple-comparison test (P < 0.001 for all years).

Results of the implementation of a virtual microscope in a course of histology

“…Also the exploration of the sample is much better in the virtual microscope: virtual slides enhance the ability of the students to grasp and explore morphological features better than optical microscope (Dee et al, 2003). They are able to magnify, scroll and take pictures of images of their samples for use them for their notes or presentations (Goldberg & Dintzis, 2007).…”

“…The students can write their own notes in the slide, which helps them to understand deeper the sample (Goldberg & Dintzis, 2007). Other advantage is the standardization of the content, because all students are exposed to the same samples.…”

“…Other advantage is the standardization of the content, because all students are exposed to the same samples. The virtual microscope avoids the problem of maintaining a satisfactory assortment of glass slides, which are easy to break (Goldberg & Dintzis, 2007). In addition, the virtual microscope allows the group study being able to point with a finger to features on virtual slides, allowing interaction tutor-student or between students (Randell et al, 2012) and allowing to focus on the links between histology, physiology, and pathology (Goldberg & Dintzis, 2007).…”

“…The virtual microscope avoids the problem of maintaining a satisfactory assortment of glass slides, which are easy to break (Goldberg & Dintzis, 2007). In addition, the virtual microscope allows the group study being able to point with a finger to features on virtual slides, allowing interaction tutor-student or between students (Randell et al, 2012) and allowing to focus on the links between histology, physiology, and pathology (Goldberg & Dintzis, 2007). It has been studied that the use of virtual microscope reduce the learning time: students learn more quickly (Harris et al, 2001) and the time required for a concrete lesson can be reduced to a half (Heidger et al, 2002).…”

“…It has been studied that the use of virtual microscope reduce the learning time: students learn more quickly (Harris et al, 2001) and the time required for a concrete lesson can be reduced to a half (Heidger et al, 2002). The average marks of the practical exams also increase (Goldberg & Dintzis, 2007). Other of the advantages is that the virtual microscope is always available: students can review the samples at any time, not only when the microscopy laboratory is open (Goldberg & Dintzis, 2007) This is useful especially preceding practical examinations (Harris et al, 2001).…”