RESUMO
Introduction: New technologies like virtual microscopy have revolutionized histology education. However, first-year students often require additional assistance with virtual slides. Online self-directed learning modules (SDLMs) were developed to provide such support to learners by offering them short instructional videos that are uploaded to YouTube and the instructional website. The purpose of this study was to determine the effectiveness of SDLMs and to sample students' opinions about SDLMs. Method: Over a 3-year time span, SDLMs were used to augment histology lessons, and their effectiveness (on learning outcomes) was measured by using traditional steeple-chase and/or virtual slide assessments. Average percentage scores for both methods of assessment were compared using paired or independent t-tests. Student opinions about SDLMs were collected using an anonymous survey. The survey results were analyzed by average scores and thematic analysis of the narrative responses. Results: Using SDLMs in a blended approach showed significant improvement in students' academic performance - irrespective of the method of assessment. There was a strong positive correlation with the performance when students were assessed using the virtual slide method. However, a standalone approach using SDLMs did not positively impact learning outcomes. Survey results indicated that most students perceived the videos as helpful for understanding the subject better and as quick review opportunities. Conclusion: The results support the use of SDLMs in a blended instructional approach and as an adjunct resource to conventional microscopy. This use of SDLMs was positively received by learners and significantly improved the learning outcome. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01669-9.
RESUMO
Traditionally, cadaver dissection and didactic lectures have formed the mainstay of teaching gross anatomy, but, apathy of the learners toward didactic lectures and reduction in the time allotted for teaching anatomy have necessitated adoption of interactive teaching methods that require lesser student contact time. In this study, for two consecutive years, first-year medical students were taught selected gross anatomy topics using Interactive Lecture in the Dissection Hall (ILDH). Instead of discarding the traditional methods, ILDH combined the two into a single, cohesive, interactive session, to teach the topic through multiple, short, segments of lecture alternating with interactive demonstration on the specimen. This method emerged by combining the insight gained from the newer teaching methods and reasoning from the cognitive load theory and contiguity principle. Students' performance after ILDH was assessed by a test and was compared with the performance after conventional method of teaching. Students' perception toward ILDH was assessed by a questionnaire. Students perceived that ILDH not only helped them in understanding the concepts better (97.7%), but, was also a better learning experience (99.2%). Majority felt that ILDH should be made an integral part of teaching anatomy (97.7%). Students' performance in the test after the unified approach of ILDH was significantly better than with the split-source format of conventional methods. Students' satisfaction, improved scores, and time efficiency indicate that ILDH may be an optimum method for teaching selected topics in anatomy.
