Buzz groups facilitate collaborative learning and improve histopathological competencies of students.

Area of Science:

• Medical Education
• Histopathology Training
• Digital Learning

Background:

• Traditional histopathology training relies on teacher-centered lectures and tutorials.
• Student activation through peer-demonstration and pathogenesis discussion may enhance learning outcomes.
• Buzz groups (BGs) offer a potential framework for student-centered learning in histopathology.

Purpose of the Study:

• To compare the effectiveness of student-centered buzz groups (peer-teaching) versus traditional teacher-centered histopathology teaching.
• To evaluate the impact of digital versus analog microscopy in this educational context.

Main Methods:

• Histopathology students participated in either traditional instruction or student-centered buzz groups.
• Peer-teaching involved students demonstrating histopathological features and discussing pathogenesis.
• Digital and analog microscopy methods were compared for their suitability with buzz groups.

Main Results:

• After 4 lessons, BG students significantly outperformed the control group (ANCOVA p = 0.002).
• Upon adopting the BG technique, the control group's performance improved, nearly closing the gap (ANCOVA p = 0.36).
• No significant difference in time on task was observed between the groups.

Conclusions:

• Collaborative buzz groups effectively enhance the acquisition of histopathological competencies.
• BGs increase student motivation, activation, and appreciation for histopathology.
• Digital microscopy is better suited for BGs than analog microscopy; wider implementation is recommended.