Comparison of optical microscopy and virtual microscopy for learning histology
Background: Histology is one of the fundamentals in medical education and is part of the basic science module. Histology was traditionally taught using the optical microscope. Since early 21st century, the new virtual microscope has been integrated or has completely replaced the traditional metho...
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my-usm-ep.458162019-12-04T03:06:53Z Comparison of optical microscopy and virtual microscopy for learning histology 2018 Simok, Anna Alicia RB Pathology Background: Histology is one of the fundamentals in medical education and is part of the basic science module. Histology was traditionally taught using the optical microscope. Since early 21st century, the new virtual microscope has been integrated or has completely replaced the traditional method in various universities. This was a result of reduction in histology contact time after medical education reformation. This study aims to compare the effects of using a virtual microscope and an optical microscope for learning histology among medical students in Universiti Sains Malaysia. Methodology: One hundred and twenty medical students from 2017/2018 academic session, comprising of 53 first year students and 67 second year students were recruited. The participants were divided into two homogenous groups which were the virtual microscopy group and the optical microscopy group, using stratified random allocation. This was a one day intervention. All participants attended a lecture on ‘Histology of the Eye’ and then attended a slide demonstration. Immediately after, the two groups were divided and attended the practical session at designated laboratories for an hour. The virtual microscopy group were exposed to the virtual microscope and the optical microscopy group exposed to the optical microscope. Knowledge acquisition was measured and compared between the study groups using the postpractical assessment score, changes in assessment scores from pre to post-practical assessment and learning quotient score. Student perceptions of learning histology using respective learning tool were collected at the end of the day by administering the satisfaction survey and Intrinsic Motivation Inventory. Results: Results revealed that both study groups, the virtual microscopy group (mean difference=38.508) and the optical microscopy group (mean difference=35.079) had significant changes in assessment score, p < 0.001. However, there was no significant difference between study groups in terms of level of comprehension (post-practical assessment) and learning ability (learning quotient score). The median (IQR) of satisfaction score for the virtual microscopy group [5.00 (1)] was significantly higher compared to optical microscopy group [4.00 (2)], p=0.008. For the intrinsic motivation inventory, only the perceived competence score of virtual microscopy group was significantly higher compared to the virtual microscopy group, p=0.037. There were no significant differences between the two study groups in terms of interest, pressure and value score. Conclusion: The use of virtual microscopy as a learning tool gives students great satisfaction and perceived competence while effectively enhancing their knowledge improvement in Histology. Further investigation is needed to assess the comprehensive effect of virtual microscope in learning histology. 2018 Thesis http://eprints.usm.my/45816/ http://eprints.usm.my/45816/1/Dr.%20Anna%20Alacia%20Simok-24%20pages.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Sains Perubatan |
| institution |
Universiti Sains Malaysia |
| collection |
USM Institutional Repository |
| language |
English |
| topic |
RB Pathology |
| spellingShingle |
RB Pathology Simok, Anna Alicia Comparison of optical microscopy and virtual microscopy for learning histology |
| description |
Background: Histology is one of the fundamentals in medical education and is part of the basic
science module. Histology was traditionally taught using the optical microscope. Since early
21st century, the new virtual microscope has been integrated or has completely replaced the
traditional method in various universities. This was a result of reduction in histology contact
time after medical education reformation. This study aims to compare the effects of using a
virtual microscope and an optical microscope for learning histology among medical students
in Universiti Sains Malaysia.
Methodology: One hundred and twenty medical students from 2017/2018 academic session,
comprising of 53 first year students and 67 second year students were recruited. The
participants were divided into two homogenous groups which were the virtual microscopy
group and the optical microscopy group, using stratified random allocation. This was a one day
intervention. All participants attended a lecture on ‘Histology of the Eye’ and then attended a
slide demonstration. Immediately after, the two groups were divided and attended the practical
session at designated laboratories for an hour. The virtual microscopy group were exposed to
the virtual microscope and the optical microscopy group exposed to the optical microscope.
Knowledge acquisition was measured and compared between the study groups using the postpractical
assessment score, changes in assessment scores from pre to post-practical assessment
and learning quotient score. Student perceptions of learning histology using respective learning
tool were collected at the end of the day by administering the satisfaction survey and Intrinsic
Motivation Inventory.
Results: Results revealed that both study groups, the virtual microscopy group (mean
difference=38.508) and the optical microscopy group (mean difference=35.079) had
significant changes in assessment score, p < 0.001. However, there was no significant
difference between study groups in terms of level of comprehension (post-practical assessment)
and learning ability (learning quotient score). The median (IQR) of satisfaction score for the
virtual microscopy group [5.00 (1)] was significantly higher compared to optical microscopy
group [4.00 (2)], p=0.008. For the intrinsic motivation inventory, only the perceived
competence score of virtual microscopy group was significantly higher compared to the virtual
microscopy group, p=0.037. There were no significant differences between the two study
groups in terms of interest, pressure and value score.
Conclusion: The use of virtual microscopy as a learning tool gives students great satisfaction
and perceived competence while effectively enhancing their knowledge improvement in
Histology. Further investigation is needed to assess the comprehensive effect of virtual
microscope in learning histology. |
| format |
Thesis |
| qualification_level |
Master's degree |
| author |
Simok, Anna Alicia |
| author_facet |
Simok, Anna Alicia |
| author_sort |
Simok, Anna Alicia |
| title |
Comparison of optical microscopy and virtual microscopy for learning histology |
| title_short |
Comparison of optical microscopy and virtual microscopy for learning histology |
| title_full |
Comparison of optical microscopy and virtual microscopy for learning histology |
| title_fullStr |
Comparison of optical microscopy and virtual microscopy for learning histology |
| title_full_unstemmed |
Comparison of optical microscopy and virtual microscopy for learning histology |
| title_sort |
comparison of optical microscopy and virtual microscopy for learning histology |
| granting_institution |
Universiti Sains Malaysia |
| granting_department |
Pusat Pengajian Sains Perubatan |
| publishDate |
2018 |
| url |
http://eprints.usm.my/45816/1/Dr.%20Anna%20Alacia%20Simok-24%20pages.pdf |
| _version_ |
1747821573226627072 |