Virtual microscopy to enhance practical skills in learning pathology among medical students and dermatology residents

Abstract

Introduction: Traditionally, direct inspection of glass slides by light microscopy has been the gold standard for teaching medical students. There are few disadvantages like microscopes are expensive and require storage and maintenance regularly. The main objectives of this study is to assess the effectiveness of projection based images in teaching pathology practical’s among second year medical students. Materials and Methods: The students are randomized into two groups (A &B) on the basis of Lot. All students will receive the didactic lecture in the class room preceding the study. Group A students will be shown the slides by direct observation in microscope, in batches under guidance of instructor. Group B will receive the same case discussion by projection method. The students will be exposed to both the microscopic techniques by crossover from study group to control group and vice versa. Total of 10 (4 inflammatory and 3 benign and 3 malignant cases). Pre and post-test performance will be assessed based on morphology recognition. Followed by questionnaire identifying the student’s favored method. Kirkpatrick‘s level 1 and 2 will be assessed for the impact of teaching methodology. Results: Randomized controlled interventional study, whole slide image and focused area were captured and anonymised and students were given remote access to university computers. This study was conducted at Pathology department, AVMCH & RI, Pondicherry. In our study, 1.619 students and residents observed at pre-DM (Direct Microscopy), 2.7143 students and resident were pre-VM (Virtual Microscopy). 8.5714 students and residents observed at Post-DM (Direct Microscopy), 7.7143 students and residents observed at post-VM (Virtual Microscopy). Conclusion: The transformation to teaching histology on the computer may be inevitable. In the future, institutions will not be able to support multi-purpose computer learning centers plus large microscope laboratories, especially if microscopic morphology can be effectively taught via computer. We believe the Virtual Microscope Laboratory and the emerging technology described in this project assists with the transformation in a way that will maintain many of the educational advantages inherent in using a real microscope and glass slides.