Conversion of an Imaged-Based Lecture to a Virtual Microscopic Tutorial; a Practical Approach Including Student Feedback for Consecutive Classes

Abstract

Virtual microscopy is becoming a more accepted method of teaching microscopic anatomy and pathology to medical students in the first two years of their undergraduate medical education. We demonstrate a practical approach to converting an image-based pathology lecture with still images to a virtual microscopic laboratory tutorial designed for a smaller group setting and present student feedback obtained for two academic years. A virtual slide was selected to match each pre-existing case, which included the clinical history, physical exam findings and ancillary studies. After a short introduction to the particular case and a low-power still image “tease” of the virtual slide, groups of 2–4 students previewed the slides on their computer and answered questions about the microscopic findings. Afterwards, the laboratory instructors went over the low and high power findings with the students from still images taken of the virtual slides. A pre- and post-laboratory questionnaire to assess the students’ grasp of the microscopic pathology and comfort with the virtual slides was administered for academic years 2009–2010 and 2010–2011. Of the second year medical students queried (N=210), 99% had used a microscope at some point in their lifetime. Ninety-two percent of the respondents that had used a microscope before (N=205) preferred using virtual slides. Although significant work may be required, conversion of an image-based pathology lecture to a virtual microscopic laboratory tutorial can be less time consuming than creating one from scratch. It may also prove to be a cost-effective manner in which to reduce large-group contact hours.