Effect of Drawing Microscopic Images on Students' Retention of Knowledge of Histology.

Background: A move towards integrated curriculum questions the desirability and application of image sensitive disciplines like histology. It calls for redefining the role of drawing in learning. Objective: To determine the effect of drawing microscopic images on retention of knowledge of histology. Study design, settings and duration: The quasi experimental study was conducted at the histology laboratory of Anatomy department, Shifa College of Medicine (SCM), Shifa Tameer-e-Millat University, lasting from January 2017 to September 2017. Subjects and Methods: The second year MBBS students were selected by purposive sampling technique. The study was conducted during an eight week duration module of endocrine and reproductive system. The class of 100 students was divided into group A and group B, comprising of 50 students each. During the first four weeks, students in group A were required to draw the histological image. The students in group B did not draw the microscopic image. During the next four weeks, the two groups were flipped over by a cross-over design. The group A became the no drawing group and group B became the drawing group. The MCQ test was taken at the end of four and eight weeks respectively. Results: The students scored better when they drew the images compared to when they did not draw. The results are statistically significant (p <0.05). Conclusion: Drawing is an effective teaching strategy for knowledge retention. [ABSTRACT FROM AUTHOR]