Virtual Microscopy Is More Effective Than Conventional Microscopy for Teaching Cytology to Veterinary Students: A Randomized Controlled Trial

Abstract

Virtual microscopy (VM) using scanned slides and imaging software is increasingly used in medical curricula alongside instruction in conventional microscopy (CM). Limited reports suggest that VM is useful in the veterinary education setting, and generally well-received by students. Whether students can apply knowledge gained through VM to practical use is unknown. Our objective was to determine whether instruction using VM, compared to CM, is a successful method of training veterinary students for the application of cytology in practice (i.e., using light microscopes). Seventy-one veterinary students from Colorado State University who attended a voluntary 3-hour cytology workshop were randomized to receive the same instruction with either VM ( n = 35) or CM ( n = 36). We compared these students to a control group ( n = 22) of students who did not attend a workshop. All students took a post-workshop assessment involving the interpretation of four cases on glass slides with CM, designed to simulate the use of cytology in general practice. Students also took an 18-question survey related to the effectiveness of the workshop, providing their opinions on cytology instruction in the curriculum and their learning preference (VM or CM). The mean assessment score of the VM group (14.18 points) was significantly higher than the control group (11.33 points, p = .003), whereas the mean of the CM group (12.77 points) was not statistically significantly different from controls ( p = .170). Not only is VM an effective method of teaching cytology to veterinary students that can be translated to a real-world case scenario, but it outperformed CM instruction in this study.

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An immersive simulation strategy to teach canine vaginal cytology: A multi‐centre study

“…We should stress that most students considered the microscopy slide navigation videos, seen on their mobile phones or tablets, highly comparable to the microscope. It has been shown that virtual slides are comparable (Neel et al, 2007) or even superior (Evans et al, 2020) to traditional slides for teaching cytology to students. Despite we used a low‐resource solution, it granted students with the opportunity to obtain still images that were used to discuss the cytological diagnosis within the classmates and teachers, which probably further contributed to their engagement and added to their diagnostic skills.…”

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