Whole slide imaging in medical education: A comparative study of learning experience and engagement using cognitive
Mariam Khacheishvili1, Alexi Baidoshvili1,2, Nino Tabagari1
1David Tvildiani Medical University, Tbilisi, Georgia.
Abstract:
Whole slide imaging (WSI) is widely used in clinical and postgraduate pathology training, yet its role in undergraduate medical education remains underexplored-particularly in relation to student engagement, cognitive load, and instructional effectiveness. This study compared whole slide image-based instruction to traditional microphotograph-based methods in UME, focusing on satisfaction, cognitive load, and engagement. A novel approach combining subjective measures and objective behavioral analysis with cognitive diagnostic modeling was applied. A within-subject, mixed-methods design was employed with 51 medical students (2nd-4th year) from two universities. All students participated in both whole slide image and conventional sessions. Data included pre/post questionnaires, satisfaction surveys, cognitive load scales, and video-based engagement analysis. Eight engagement criteria (four cognitive, four behavioral) were objectively coded. The Generalized DINA model in RStudio assessed attribute mastery and item-level performance. WSI instruction improved student perceptions, especially among less experienced learners, with the strongest gains in international 2nd-year students. Satisfaction was high for WSI, particularly in usability and diagnostic clarity. The 4th-year group, while still positive, offered more critical feedback. WSI sessions significantly reduced intrinsic and extraneous cognitive load, supporting more efficient learning. The GDINA modeling showed higher attribute mastery in WSI sessions (87 %-95 %) compared to conventional (68 %-80 %). Discrimination indices exceeded 0.40 for all items, with highest values for active engagement and posture. Model fit and classification accuracy (98.79 %) supported reliability. Whole slide images enhance undergraduate pathology learning by increasing satisfaction, reducing cognitive load, and promoting engagement. Cognitive diagnostic modeling provides a robust framework for evaluating educational interventions.
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