The Role of Online Virtual Microscopy in Improving Medical Students’ Performance and Preference in Pathology: Experience from a Medical School in Thailand
Keywords:
Virtual microscopy, Pathology, Education, Medical studentsAbstract
Introduction: Virtual microscopy (VM) has emerged as a promising alternative to conventional light microscopy (CLM) in teaching human pathology. However, data on such adoption in developing countries is limited. This study aims to compare medical students’ performance and preference in practical sessions of systemic pathology by using different learning and teaching strategies.
Methods: Participants were second-year medical students enrolled in systemic pathology classes (as part of different courses in the curriculum) at Chulabhorn International College of Medicine, Thammasat University, Pathum Thani, Thailand, during the academic year 2019. Different educational modalities, including CLM for both demonstration and practicing for skin and musculoskeletal pathology; VM for demonstration and CLM for practicing for cardiothoracic pathology (combined VM-CLM); and VM for both demonstration and practicing for alimentary pathology, were integrated into the pathology curriculum for second-year medical
students. Students’ performance and preference were evaluated by constructed response questions (CRQs) and online evaluation forms.
Results: Participants were 31 second-year medical students. The CRQs scores (mean ± SD) of CLM, combined VM-CLM, and VM sessions were 10.8 ± 5.8, 12 ± 3.2, and 15.1 ± 3.6, respectively. Paired t-tests revealed significant differences between students’ performance in VM compared with both CLM and combined VM-CLM sessions (P < .01). However, the performance in CLM and combined VM-CLM sessions demonstrated no difference (P = .19). Students’ preference for these different educational tools was comparable.
Conclusions: VM is associated with better students’ performance in pathology. Such an innovative tool also provides several advantages to conventional light microscopy. Students’ preference for these different educational tools was similar to each other.
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