Learning Problem
Conditions
Brief summary
The literature reveals ongoing debate regarding the relative effectiveness of Virtual Microscopy (VM) versus Optical Microscopy (OM) in achieving specific learning outcomes (SLOs). There remains a paucity of comprehensive, comparative research evaluating these methodologies against standardized learning outcomes in the medical undergraduate population. This instigated a comparison of VM and OM as teaching methodologies for pathology in medical education, specifically focusing on their effectiveness in achieving predetermined learning outcomes.
Detailed description
It is now essential to thoroughly evaluate the pedagogical effects of these changing modalities due to the growing trend towards digital learning environments, which has been brought to light by recent global challenges to traditional classroom teaching. By methodically contrasting virtual and optical microscopy for teaching pathology to undergraduate medical students, this work can close this gap. It is anticipated that understanding the superior modality-more especially, how well it achieves predefined learning outcomes-will improve the optimization of pathology instruction in modern medical education and guide evidence-based curriculum selections.
Interventions
OTHEROptical Microscopy
Students were exposed to optical microscopy (OM); OM is the conventional method of using physical microscopes to examine microscope slides.
OTHERVirtual Microscopy
Students were exposed to virtual microscopy (VM); VM is a digital technology that allows students to view and analyze microscope slides through digital platforms.
Sponsors
Muhammad Aamir Latif
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
20 Years to 24 Years
Healthy volunteers
Yes
Inclusion criteria
* Students of either gender * Aged 20-24 years * Studying in fourth-year MBBS * Willing to participate
Exclusion criteria
* Students, absent during the interventions or assessments * Declined or withdrew consent at any stage
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Perceptions and satisfaction | 3 hours | A five-point Likert scale assessed perceptions and satisfaction with the respective teaching methodology. The likert scale responses were graded as 1 for strongly disagree, 2 for disagree, 3 as neutral, 4 agree, and 5 strongly agree. |
Countries
Pakistan
Outcome results
None listed