Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine

Abstract

The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.

Digital Cytology in Veterinary Education: A Comprehensive Survey of Its Application and Perception among Undergraduate and Postgraduate Students

“…Finally, all students (UGSs and PGSs) unanimously agreed that DC could improve the cytology learning process, indicating veterinary students’ appreciation for teaching with DP, as previously reported [ 4 , 12 , 16 , 18 ].…”

“…The primary benefit reported was the ability to assess cases at any time with limited equipment: DC allows access to online educational files on multiple device types, without time restriction, in a variety of locations [ 17 ] and simultaneously [ 17 , 18 ]. These aspects imply the possibility of collaborative learning [ 4 , 19 ], enabling students to compare digital slides and discuss features with instructors [ 16 ] and peers.…”

“…Particularly, clinical pathology and anatomic pathology courses transitioned from the traditional method, based on the use of glass slides and light microscopes (LMs) [ 3 ], to digital slides. This teaching change highlighted the importance of digital pathology (DP) in practical skill development [ 4 ]. The term DP, which refers to the viewing of slides on a computer screen, encompasses many technologies and techniques [ 5 ].…”

Virtual Versus Light Microscopy Usage among Students: A Systematic Review and Meta-Analytic Evidence in Medical Education

“…As the use of virtual learning platforms and virtual meeting spaces proliferated, educators of undergraduate and preclinical sciences adapted to using VM with remote students [2]. The use of VM in education is not unprecedented, of course, but its application and scope has significantly expanded over the last two years [21,32,36,68,69]. Much like modern students are more likely to have experience editing a digital photograph than developing an analogue photograph, the technology offers a more intuitive experience to the novice user.…”

“…In addition, the massive shift in medical education towards remote learning and digitization of the learning materials granted researchers an abundant opportunity and data to investigate VM more deeply. With the already known benefits of using digital slides, additional positive effects such as self-paced learning, improved tissue recognition due to better access to slides, improved understanding, and better academic performance have been reported during COVID-19 lockdown-adapted online classes [2,21,22].…”