Evaluation of histological sample digitalization on active learning in morphological sciences

Abstract

Introduction: Morphological sciences are highly complex subjects in higher education, as they require students to develop recognition and interpretation skills through microscopy. This requirement poses a pedagogical challenge, particularly when working with large groups and limited teaching resources such as microscopes and histological slides for each student. Therefore, implementing innovative technological teaching strategies that promote meaningful learning has become an urgent need.

Objective: To evaluate the use of digitalization as a teaching strategy in the instruction of morphological sciences.

Material and Methods: This quantitative and pre-experimental study corresponds to an educational intervention, implemented in a cohort of 15 health science university students enrolled in the Histochemistry course. Participants performed histological techniques, captured microphotographs of their own preparations, and analyzed them collaboratively. These activities culminated in the elaboration of diagnoses and the quantification of colored signals using specialized software. The achievement of learning outcomes and competencies was measured using structured rubrics in laboratories, workshops, and assignments, and scores were compared with previous cohorts that performed conventional pedagogical activities.

Results: A fulfillment rate exceeding 94% of the learning outcomes and competencies was achieved, resulting in the highest final average score recorded in the last fifteen years. Furthermore, a collaborative digital micro-library was built, serving as a valuable resource for future generations and promoting a more sustainable education.

Conclusions: Digitalization as a teaching strategy enhances meaningful learning, strengthens critical analysis, and consolidates practical and theoretical training in the morphological sciences, especially by fostering collaborative work.