Skill Acquisition in Histology Education

Door, Rachael

Abstract

Histology has traditionally formed a key part of medical education. Increasing demands on the curriculum have resulted in a decline in time available for this complex topic. Previous research has identified that students struggle to apply their knowledge, instead favouring rote memorisation. This chapter explores how to shift the focus of histology education for medical students away from content memorisation and towards the development of problem-solving skills and the application of core knowledge. Several resources were investigated, at the core of which was a decision tree, a framework of yes–no questions in a flowchart arrangement that allows the learner to determine tissue type from an unknown specimen by linking structure to function.

The project was conducted in three phases, or cycles, to allow flexible and timely adjustments based on staff and student feedback on the changes made. Cycle 1 investigated the use of a pre-constructed histology decision tree in practical sessions to show students how to apply their knowledge. Cycle 2 investigated the usefulness of this resource when made available as an online resource (a website), supplemented by worked examples and quizzes with feedback. Cycle 3 expanded this website to include more detailed worked examples and images on the decision tree.

Qualitative and quantitative data was collected through anonymous online questionnaires, website data (quiz scores and worked example responses), and summative exam results. In addition, field notes provided subjective data on the use of the decision tree in practical sessions.

Ninety-seven percent of students found the decision tree helpful in their histology practical sessions. Students stated that the decision tree provided a structured framework for the consolidation of knowledge and showed them how to apply this knowledge. Students required a demonstration of how to use the decision tree with 94% of students finding the worked examples helpful. Eighty-three percent of students reported that they were able to identify more tissues in Quiz 2 following use of the decision tree and worked examples. Summative Objective Structured Skills Exam (OSSE) results also improved following use of the website when compared to the control group (the previous cohort). Importantly, testing and feedback opportunities were considered important amongst students and improved their confidence in the subject (free text comments).

In summary, students require supported opportunities to develop the skills necessary to apply their knowledge, and a digital decision tree acts as an appropriate format. In addition, students learn best when provided with opportunities for formative assessment with timely and appropriate feedback.

Citation

Door, R. (2023). Skill Acquisition in Histology Education. In L. Shapiro (Ed.), Microscopy Techniques for Biomedical Education and Healthcare Practice. Springer. https://doi.org/10.1007/978-3-031-36850-9_10

• Online Publication Date: Sep 29, 2023
• Publication Date: Sep 29, 2023
• Deposit Date: Oct 25, 2023
• Publisher: Springer
• Series Title: Biomedical Visualization
• Series ISSN: 2731-6149
• Book Title: Microscopy Techniques for Biomedical Education and Healthcare Practice
• Chapter Number: 10
• ISBN: 978-3-031-36849-3; 978-3-031-36852-3
• DOI: https://doi.org/10.1007/978-3-031-36850-9_10
• Keywords: Histology, Anatomy, Medical education, Skill development, Active learning
• Publisher URL: https://link.springer.com/chapter/10.1007/978-3-031-36850-9_10
• Related Public URLs: https://link.springer.com/book/10.1007/978-3-031-36850-9