ERIC Number: EJ1139806
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: N/A
An Evaluation of Outcomes Following the Replacement of Traditional Histology Laboratories with Self-Study Modules
Thompson, Andrew R.; Lowrie, Donald J., Jr.
Anatomical Sciences Education, v10 n3 p276-285 May-Jun 2017
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in-house examinations, results of the United States Medical Licensing Examination® (USMLE®) Step 1 Examination, and student feedback. Medical School College Admissions Test® (MCAT®) scores were used as a covariate when comparing in-house examinations. Results revealed no significant change in performance on in-house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self-study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self-study modules was positive and suggested that features such as instructor narrated videos were an important component of the self-study modules because they helped recreate the experience of in-person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self-study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content.
Descriptors: Independent Study, Anatomy, Medical Education, Outcomes of Education, Laboratories, Computer Simulation, Medical Students, College Entrance Examinations, Medical Schools, Licensing Examinations (Professions), Physicians, Feedback (Response), Cytology, Video Technology, Multimedia Instruction, Instructional Effectiveness
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Ohio (Cincinnati)
Identifiers - Assessments and Surveys: Medical College Admission Test; United States Medical Licensing Examination