Evaluating the effectiveness of technology-assisted learning versus traditional methods in histology education: A...

Histology education has traditionally relied on light microscopy and lectures, but recent advances have introduced technology-assisted learning (TAL) modalities such as virtual microscopy, flipped classrooms, and blended learning. While increasingly adopted, evidence of their effectiveness remains fragmented. To evaluate the effectiveness of TAL compared with traditional methods in histology education, focusing on academic performance, student satisfaction, and practical skills, and to explore moderators including technology type, study design, and risk of bias. A systematic review and meta-analysis was conducted following PRISMA guidelines. Ten studies (n = 1445) from six countries published between 2019 and 2025 were included, encompassing randomized controlled trials (RCTs), quasiexperimental, and cross-sectional designs. Standardized mean differences (SMD) with 95% confidence intervals (CI) were calculated using random-effects models. Subgroup and sensitivity analyses explored heterogeneity, and publication bias was assessed. TAL was associated with a large improvement in academic performance (SMD = 1.04, 95% CI: 0.48-1.60, p < 0.001), equivalent to roughly one standard deviation higher scores compared with traditional methods. Student satisfaction was high (pooled mean 79.9%), with blended learning achieving the highest ratings (>95%). Practical skills also favored TAL (SMD = 0.52, 95% CI: 0.09-0.95, p = 0.003). Subgroup analyses indicated flipped classrooms and blended learning produced the largest gains, while RCTs showed stronger effects than cross-sectional studies. TAL significantly improves academic outcomes, satisfaction, and practical skills in histology education. Virtual microscopy, flipped classrooms, and blended learning provide complementary advantages, though effectiveness depends on thoughtful curricular integration and technical support.