Successful use of virtual microscopy in the assessment of practical histology during pandemic COVID-19: A descriptive study

Abstract

Background: Practical knowledge and skills of microscopy has classically been delivered for medical students using conventional microscopes (CMs). Using virtual microscopy (VM) in teaching practical histology was established during distance learning for Taif medical students during COVID 19 pandemic period. However, the suitable assessment methods for student performance during distance learning are still debatable. We focused on how to ensure the learner's achievement of course practical outcomes and learning domain. Aims and Objectives: This study aimed to ascertain whether using VM to evaluate student learning in practical Histology during distance education programs and if moving to VM affecting students' scores. Materials and Methods: For the first time, we used VM during online objective structural practical examination (OSPE) of 3 rd year medical students. Different sets of virtual slides were given for students at the time of assessment, then different tasks were described and each student was asked to finalize his/her task during the designed time. A specific rubric was designed for the evaluation of student work. Moreover, student perceptions of VM as teaching and assessment method were assessed using online survey. Post examination psychometric analysis of VM OSPE was done and compared with previous OSPE results of the same batch of students. Results: The average student score was 4.63 ± 0.51 with no significant difference from previous student's scores. The net students' feedback was positive. Their average satisfaction on all items ranged from 3.7 to 4.25 on Likert scale. Students recorded the easy image access at any time and place with VM as the most distinctive feature. Conclusion: Our results indicated that VM is not only an effective method in teaching histology but also it is an assessment method for measuring student performance during online assessment.

Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

“…Virtual microscopy offerings, for instance, are considered a productive tool to transfer microscopic anatomy or pathology courses to a digital learning environment (Lee et al, 2020; Chang et al, 2021; Somera Dos Santos et al, 2021). A few advantages of virtual microscopy include simple and flexible access to high‐resolution histological specimens as well as unaltered examination results, comparing offers of digitally supported microscopy to conventional light microscopy (Amer & Nemenqani, 2020). Darici et al (2021) reported a consistently positive overall evaluation of a newly established digital version of a histology course compared to the previous in‐person teaching method.…”

A systematic review of health sciences students’ online learning during the COVID-19 pandemic

“…Overall, Kirkpatrick evaluation in Table 7 shows that fifty-one studies are at level 1, five are at level 2 [ 24 , 29 – 31 , 69 ], and eight are at level 3 [ 25 , 32 , 47 , 70 , 71 , 79 , 80 ] .…”

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

“…This could indicate the students’ need to engage in the real-life operation of the microscope through conventional or virtual glass slides and their need for guidance from the professor in acquiring this practical skill. Even though the effectiveness of virtual microscopy as an educational tool has already been proven, 36 , 37 real life experience seems to be crucial pedagogically to teach students the skill to evaluate microscopic diagnostic features in patients’ tissues to establish a diagnosis. The professor’s guidance in the procedure 23 is necessary in both the virtual and the conventional slides, and therefore we conclude that the active role of the professor is irreplaceable in both e-learning and traditional face-to-face learning.…”