Virtual Microscopy vs. Optical Microscopy: Comparison of Two Teaching Methodologies for Achieving Specific Learning...

To compare virtual microscopy (VM) and optical microscopy (OM) as teaching methodologies for pathology in medical education.

A randomised controlled trial. Place and Duration of the Study: Department of Pathology, Quaid-e-Azam Medical College, Bahawalpur, Pakistan, from August to October 2024.

Fourth-year medical students were randomly assigned to either the VM group or the OM group, each receiving identical 2-hour instructional sessions on breast pathology. Pre- and post-intervention assessments comprised seven validated histopathological identification questions, with a 12-item Likert-scale feedback questionnaire. Data were collected via Google Forms. Statistical analysis was performed using IBM-SPSS version 26.0, with an independent or paired samples t-test applied to compare baseline and post-test scores and feedback ratings between the groups, as appropriate. A p-value of <0.05 was considered statistically significant.

Of the 350 invited students, 286 (81.7%) completed the pre-test. The median age of students was 22 years (range 20-24 years), with 51.4% male. The internal consistency of the baseline assessment was acceptable (Cronbach's alpha 0.622). After intervention, 277 (96.9%) students completed the post-test. Both groups showed significant score improvement; however, the VM group achieved higher post-test scores than the OM group (5.40 ± 1.34 vs. 4.70 ± 1.92; p = 0.001). Post-intervention feedback scores were relatively higher in the VM group, although differences were not statistically significant (p >0.05).

This study provides compelling evidence that VM is more effective than traditional OM for achieving student learning outcomes (SLOs) in the undergraduate pathology education.

Medical education, Microscopy, Pathology, Students, Undergraduate.