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The literature reveals ongoing debate regarding the relative effectiveness of Virtual Microscopy (VM) versus Optical Microscopy (OM) in achieving specific learning outcomes (SLOs). There remains a paucity of comprehensive, comparative research evaluating these methodologies against standardized learning outcomes in the medical undergraduate population. This instigated a comparison of VM and OM as teaching methodologies for pathology in medical education, specifically focusing on their effectiveness in achieving predetermined learning outcomes.
It is now essential to thoroughly evaluate the pedagogical effects of these changing modalities due to the growing trend towards digital learning environments, which has been brought to light by recent global challenges to traditional classroom teaching. By methodically contrasting virtual and optical microscopy for teaching pathology to undergraduate medical students, this work can close this gap. It is anticipated that understanding the superior modality-more especially, how well it achieves predefined learning outcomes-will improve the optimization of pathology instruction in modern medical education and guide evidence-based curriculum selections.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Group I | Experimental | Students were exposed to optical microscopy (OM); OM is the conventional method of using physical microscopes to examine microscope slides. |
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| Group II | Experimental | Students were exposed to virtual microscopy (VM); VM is a digital technology that allows students to view and analyze microscope slides through digital platforms. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Optical Microscopy | Other | Students were exposed to optical microscopy (OM); OM is the conventional method of using physical microscopes to examine microscope slides. |
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| Measure | Description | Time Frame |
|---|---|---|
| Perceptions and satisfaction | A five-point Likert scale assessed perceptions and satisfaction with the respective teaching methodology. The likert scale responses were graded as 1 for strongly disagree, 2 for disagree, 3 as neutral, 4 agree, and 5 strongly agree. | 3 hours |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Sadaf Shafique, FCPS | Quaid-E-Azam Medical College, Bahawalpur, Pakistan | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Quaid-E-Azam Medical College | Bahawalpur | Punjab Province | 63100 | Pakistan |
Data can be shared on a reasonable request.
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| ID | Term |
|---|---|
| D008853 | Microscopy |
| ID | Term |
|---|---|
| D003952 | Diagnostic Imaging |
| D019937 | Diagnostic Techniques and Procedures |
| D003933 | Diagnosis |
| D008919 | Investigative Techniques |
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| Virtual Microscopy | Other | Students were exposed to virtual microscopy (VM); VM is a digital technology that allows students to view and analyze microscope slides through digital platforms. |
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