Using Interactive Online Learning Modules in Histology to Improve Long-term Retention and Efficiency of Learning
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INTRODUCTIONAnatomical sciences are integral to the first year of medical education. With decreasing medical school curricular hours devoted to the anatomical sciences, course directors utilize computerbased modalities as ancillary resources that aim to achieve longterm retention of material. There is high student demand for such online resources in medical education. The goal of this study is to provide selfdirected, interactive, and highly efficient online learning modules that will improve efficiency of curriculum delivery and increase retention of material by first year medical students.METHODSResearch was conducted on examination answers submitted by historical controls: first year medical students attending Texas A&M in the fall of 2015. Four subjects in medical histology where historical controls scored low on examinations were: blood and hematopoiesis; digestive system; immune system; and male and female reproductive systems. A module on digestive system histology was created using Articulate Storyline 2 software (Articulate, New York, NY) and included narration, histological images, several interactive options, and practice questions. The module included a prequiz, postquiz, and survey, to measure the effectiveness and to address the students' perceived value of the module, respectively. First year medical students taking Foundations of Medicine I in the fall of 2016 were offered the module as an optional study tool. The module was made available to the students 6 weeks after examination of the material, and 3 weeks prior to the customized National Board of Medical Examiners (NBME) board exam. Results from the quizzes and survey were collected and stored on the learning management system, eCampus (Blackboard Inc., Washington D.C., USA).RESULTSTiming of module deployment matters; these students were given the module after attending 3 lectures and 2 laboratories on the subject. Therefore, the effectiveness of the module could not be determined from quiz score comparisons alone. The eCampus system allows for scores and results tracking, and reports content usage statistics. The outcome of student perceptions on the usefulness of the digestive system histology module is expected to be positive. First year medical students have commented that outline modules offer the opportunity to selfassess their current knowledge base.CONCLUSIONSProviding an online learning module on digestive system histology could serve as a review tool for the customized NBME board exam. Familiarity with technology and flexibility of time, place, pace, and participation are some reasons why online modules are well received. Future directions of this project include testing the timing of module delivery and publishing more highly efficient modules that are available nation wide.
