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ORIGINAL ARTICLE
Year : 2020  |  Volume : 8  |  Issue : 4  |  Page : 156-161

Successful use of virtual microscopy in the assessment of practical histology during pandemic COVID-19: A descriptive study


1 Department of Anatomy and Histology; Department of Medical Education, College of Medicine, Taif University, Taif, Saudi Arabia; Department of Histology and Cell Biology, Faculty of Medicine, Zagazig University, Zagazig, Egypt
2 Department of Medical Education; Department of Pathology, College of Medicine, Taif University, Taif, Saudi Arabia

Correspondence Address:
Prof. Mona G Amer
Department of Anatomy and Histology, College of Medicine, Taif University, Taif; Department of Medical Education, College of Medicine, Taif University, Taif; Department of Histology and Cell Biology, Faculty of Medicine, Zagazig University, Zagazig, Egypt

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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/JMAU.JMAU_67_20

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Background: Practical knowledge and skills of microscopy has classically been delivered for medical students using conventional microscopes (CMs). Using virtual microscopy (VM) in teaching practical histology was established during distance learning for Taif medical students during COVID 19 pandemic period. However, the suitable assessment methods for student performance during distance learning are still debatable. We focused on how to ensure the learner's achievement of course practical outcomes and learning domain. Aims and Objectives: This study aimed to ascertain whether using VM to evaluate student learning in practical Histology during distance education programs and if moving to VM affecting students' scores. Materials and Methods: For the first time, we used VM during online objective structural practical examination (OSPE) of 3rd year medical students. Different sets of virtual slides were given for students at the time of assessment, then different tasks were described and each student was asked to finalize his/her task during the designed time. A specific rubric was designed for the evaluation of student work. Moreover, student perceptions of VM as teaching and assessment method were assessed using online survey. Post examination psychometric analysis of VM OSPE was done and compared with previous OSPE results of the same batch of students. Results: The average student score was 4.63 ± 0.51 with no significant difference from previous student's scores. The net students' feedback was positive. Their average satisfaction on all items ranged from 3.7 to 4.25 on Likert scale. Students recorded the easy image access at any time and place with VM as the most distinctive feature. Conclusion: Our results indicated that VM is not only an effective method in teaching histology but also it is an assessment method for measuring student performance during online assessment.


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