Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach

Abstract

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.

Keywords: Blended approach; Conventional microscopy; Histology; Self-directed learning modules; Virtual microscopy.

Fig. 1

Flow chart of the experimental procedure. Step I and step II show the order in which the teaching–learning methods were used in a traditional approach and a blended approach using SDLMs. In step III, SDLMs were used in a standalone approach

Fig. 2

Student responses to the survey questions. Ease and mode of access are summarized in A, B, and C. Percentage narrative responses received for the perceived advantages and disadvantages of SDLMs and suggestions to improve the SDLMs are shown in D, E, and F, respectively