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The usefulness of histopathology examples in teaching practical histology for medical students: A CONSORT-compliant randomized crossover trial.
- Source :
-
Medicine [Medicine (Baltimore)] 2021 Aug 27; Vol. 100 (34), pp. e27054. - Publication Year :
- 2021
-
Abstract
- Background: Teaching histology as an image-intensive discipline is a major challenge to medical teachers. We compared knowledge retention and student preference after performing comparison-based and traditional methods of teaching practical histology.<br />Methods: We performed a crossover randomized controlled trial. Eighty nine first-year and 37 second-year medical students were randomly assigned to comparison-based or traditional classes in which PowerPoint slides were used. Each teaching approach was then switched to another group for a second tissue set. Quantitative assessment was performed using multiple-choice questions and a questionnaire.<br />Results: The first-year students' overall examination scores were significantly higher in the comparison-based approach compared to the traditional approach for both tissue sets, with a large effect size. Interestingly, even for the second-year students, a significantly higher overall score for one set of tissue samples was observed in the comparison-based approach compared to the traditional approach. The students' responses to all the elements in the questionnaire were significantly in favor of the comparison-based approach.<br />Conclusion: Our findings indicate that the simple implementation of a few histopathology examples can yield a tremendous improvement in first-year medical students' understanding, enjoyment, and engagement in practical histology classes.<br />Competing Interests: The authors have no funding and conflicts of interests to disclose.<br /> (Copyright © 2021 the Author(s). Published by Wolters Kluwer Health, Inc.)
Details
- Language :
- English
- ISSN :
- 1536-5964
- Volume :
- 100
- Issue :
- 34
- Database :
- MEDLINE
- Journal :
- Medicine
- Publication Type :
- Academic Journal
- Accession number :
- 34449495
- Full Text :
- https://doi.org/10.1097/MD.0000000000027054