Teaching Histology with interactive technology: Virtual Microscopy and audience Response System

Vaughan, DW* and Toth, LJ, Boston University School of Medicine, Boston, MA 02118, U.S.A.

PURPOSE: Our collection of microscope slides was deteriorating, class size was growing, faculty, and course support staff were less available. School administrators were urging student self-directed and collaborative study. Faculty were expected to provide more small group interaction and less contact time.

METHODS: By introducing virtual microscopy (VM; Bacus) and an Audience Response System (ARS; Turning Point), we completely changed our traditional approach to histology laboratories. Students worked with a partner in preparation for each 75-minute discussion session, which began promptly with a 3-question quiz using Audience Response System (ARS; Turning Point), and images from the assigned VM slides. The quizzes contributed 10% to the final course grade.

RESULTS: Students quickly learned to complete the exercises before their assigned discussion session. The ARS quiz assured that the students keep up with the laboratory assignments. The ARS quiz results identified under-performing students within the first three laboratory sessions, rather than after the first practical exam. Our first VM practical exam replicated the first exam of the previous fall. Performance on this exam was nearly 16 percentage-points higher than the mean of any first exam we have given with slides and microscopes.

CONCLUSIONS: The students’ responses to both the VM and to the ARS were universally positive and enthusiastic. We have now also successfully incorporated ARS into the lectures of the histology course.