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Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated
Sanet Henriët Kotzé1, Calvin Gerald Mole1
1Division of Anatomy and Histology, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa.
Anatomical Sciences Education
|February 5, 2015
Summary
Draw-along mapping activities improved student focus and test scores in large histology lectures. This engaging technique helped medical, physiotherapy, and dietetic students better understand complex material.
Area of Science:
- Medical Education
- Histology Teaching
Background:
- Large histology classes (nearly 400 first-year students) at Stellenbosch University often lead to student disinterest due to overwhelming material.
- Traditional lecture formats can struggle to maintain student engagement and focus in foundational science courses.
Purpose of the Study:
- To evaluate the effectiveness of a draw-along mapping activity in enhancing student focus during large histology lectures.
- To determine if this active learning strategy improves academic performance compared to passive learning or no intervention.
Main Methods:
- A guided draw-along mapping session was implemented after lectures on three basic histology topics.
- Lecturers used a PowerPoint presentation and overhead projector to guide students in creating their own maps in real-time.
- Student engagement was observed, and an anonymous questionnaire assessed the usefulness of the activity (78% response rate).
Main Results:
- Students remained attentive during the draw-along mapping sessions, with many actively participating.
- A significant increase (P < 0.001) in test results was observed in cohorts using draw-along maps compared to previous cohorts.
- 94% of students found the draw-along maps useful, and 93% supported its continued use.
Conclusions:
- Draw-along mapping sessions effectively focused students during large histology lectures.
- This active learning method provided a valuable study tool and demonstrably improved student test performance.
- The technique shows promise for enhancing engagement and learning outcomes in large foundational science courses.
