ABSTRACT
This chapter aims to discuss and compare the different approaches used to teach histology to dental students before and during the COVID-19 pandemic and reflect on the best practices to be retained. Prior to the COVID-19 pandemic, the University of Glasgow School of Dentistry converted its large and unique collections of microscopy slides into digital files to curate this unique asset and protect it for prosperity. Initially, a virtual microscopy (VM) educational platform was purchased to allow digital teaching of histology, oral biology, and oral pathology. Prior to COVID-19, dental undergraduate students received VM teaching via a blended learning approach with theoretical content preceding a practical discussion session using VM. Some teachers in later years of the dental course experimented with flipped class strategies. At the beginning of 2020, with the lockdown restrictions imposed, the teaching content all had to move to remote online learning with virtual sessions, recorded video classes, online content, videotelephony, and online chat, allowing the students to undertake the content asynchronously and remotely. To overcome the interactive limitations of online delivery, a Microsoft Team was created in some sessions and used to support active small group learning and teaching of general histology allowing students to share histological annotations with their peers and tutors. The experience of teaching histology using only virtual and online content has had a positive academic outcome for the students as all first year students had passed their exams. However, we also recognise several limitations, such as the restrictive interpersonal interaction using videotelephony and online chat as well as the ad hoc feedback. The processes used and the challenges and benefits of VM will be discussed in this chapter.
