Department of Basic Medical Sciences, Faculty of Medicine, Taibah University, Madinah, Saudi Arabia.
PLoS One. 2024 Aug 12;19(8):e0307150. doi: 10.1371/journal.pone.0307150. eCollection 2024.
Pathology laboratory classes are traditionally conducted using a conventional light microscope. The Coronavirus Disease 2019 (COVID-19) pandemic and recent technological advances necessitated remote learning through online classes using virtual slides (VS) instead of glass slides (GS).
The purpose of this study was to gauge the perception of learning pathology using virtual slides (VS) as opposed to glass slides (GS) for medical students in Saudi Arabia. This study would help modify teaching methods with the advancement of the application of newer methods in online teaching.
This two-phased study evaluated learning outcomes and perceptions in pathology online education for medical students. Using a questionnaire, Phase one analyzed second and third-year students' perceptions of the teaching methods after an online pathology course. Phase Two assessed the learning outcomes of third-year students during online practical sessions using a pretest and post-test design. Statistical data were collected using a simple additive approach. Statistical tools were used to determine the factors affecting students' perceptions.
The accessibility of VS at any possible time, location, or device was the most advantageous trait of virtual learning (mean = 2.94±0.9). Students agreed the least with virtual slides as the only optimal method of learning pathology (mean = 2.25±0.9). Most enjoyed the virtual lab experience (51.7%) but still prefer both laboratory-GS and virtual-VS classes (83.5%).
VS had the benefit of accessibility and efficiency. The acceptance of VS was significantly affected by the orientation prior to the online class. Findings showed that VS cannot completely replace GS and more aspects such as technical difficulties and prior VS experience should be explored.
病理学实验室课程传统上采用传统的光学显微镜进行。由于 2019 年冠状病毒病（COVID-19）大流行和最近的技术进步，需要通过在线课程使用虚拟幻灯片（VS）代替玻璃幻灯片（GS）进行远程学习。
本研究旨在评估沙特阿拉伯医学生使用虚拟幻灯片（VS）而不是玻璃幻灯片（GS）学习病理学的效果。本研究将有助于随着新技术在在线教学中的应用的进步，修改教学方法。
这项两阶段研究评估了医学生在线病理学教育中的学习成果和认知。使用问卷，第一阶段分析了在线病理学课程后第二和第三年学生对教学方法的认知。第二阶段采用预测试和后测试设计评估了第三年学生在在线实践课程中的学习成果。使用简单的加和方法收集统计数据。使用统计工具确定影响学生认知的因素。
VS 可在任何可能的时间、地点或设备上访问，这是虚拟学习的最有利特征（平均值=2.94±0.9）。学生最不同意虚拟幻灯片是学习病理学的唯一最佳方法（平均值=2.25±0.9）。大多数人喜欢虚拟实验室体验（51.7%），但仍更喜欢实验室-GS 和虚拟-VS 课程（83.5%）。
VS 具有可及性和效率的优势。VS 的接受程度受到在线课程前的定位的显著影响。研究结果表明，VS 不能完全替代 GS，还应探讨更多方面，如技术困难和先前的 VS 经验。
