Measuring dental students’ preference: A comparison of light microscopy and virtual microscopy as teaching tools in oral histology and pathology

OBJECTIVES: Light microscopy used to be the traditional modality of teaching histology and pathology disciplines. Recent advances and innovations in the information technology field have revolutionized the use of hard- and software in medical education. An example of such an innovation is the so-called virtual microscopy. Many schools have started to adopt virtual microscopy as a new method aimed at enhancing student learning. Nonetheless, few reports have described the experiences of introducing virtual microscopy in dental education. We conducted this study to evaluate student perceptions of virtual microscopy use. MATERIALS AND METHODS: A survey of 9 items with a five-point Likert scale was designed to assess student perceptions of different aspects of virtual microscopy use compared with light microscopy. Eighty-seven 2nd year dental students answered the survey for a response rate of 80%. RESULTS: The majority of the students (85.1%) reported positive feedback for the use of virtual slides as a method of learning. Students reported significantly higher scores in virtual microscopy compared with light microscopy (t test: t(86) = 9.832, P < 0.0001); however, a few students reported some technical difficulties when using computers to view the virtual slides. CONCLUSIONS: Although light microscopy is the classical tool of teaching histology and pathology, virtual microscopy is a highly preferred substitute. We believe that virtual microscopy is a valuable teaching tool that enhances student educational experiences.