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TEACHING WITH TECHNOLOGY

The positive impact of team-based virtual microscopy on student learning in physiology and histology

¹ The Johns Hopkins School of Medicine, The Johns Hopkins University, Baltimore, Maryland
² Department of Biomedical Engineering, The Johns Hopkins University, Baltimore, Maryland

Address for reprint requests and other correspondence: H. R. Goldberg, The Johns Hopkins School of Medicine, 115 PCTB, 725 N. Wolfe St., Baltimore, MD 21205 (e-mail: goldberg{at}jhmi.edu)

Abstract

Team-based virtual microscopy and on-line learning were used to transform the first-year Physiology/Histology course at The Johns Hopkins School of Medicine into a student-centered learning environment. Prior to each laboratory session, students were required to view prelaboratory virtual lectures and examine digital slides that had been enhanced with annotations and 2-min microlectures. The laboratory classroom was then used for team-based learning exercises including student presentations and small-group discussions designed to integrate histology and physiology. The results of quantitative assessments indicated an 8- to 14-point increase over the identical final exams given over the past 5 yr. Means (±SD) of percent correct answers on the final exam were found to be 75.2% (11.1%), 72.5% (12.6%), 70.5% (12.6%), 73.6% (11.3%), 73.1% (12.2%), and 84.1% (9.1%) for years 2001–2006, respectively. The mean test scores for all other years were statistically lower compared with 2006, as determined by the Bonferroni post hoc multiple-comparison test (P < 0.001 for all years).

Key words: educational technology; active learning