Number
427
Name
Enhancing Histology Outcomes in Optometry Education: The Impact of Expanded Active Learning and Weekly Delivery
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Dawn A Owens, Dr. Kiran C. Patel College of Allopathic Medicine Nova Southeastern University
Anastasia Mashukova, Dr. Kiran C. Patel College of Allopathic Medicine Nova Southeastern University
Mainlyng Duenas, Dr. Kiran C. Patel College of Allopathic Medicine Nova Southeastern University
Nichole Sainz, Dr. Kiran C. Patel College of Allopathic Medicine Nova Southeastern University
Presentation Topic(s)
Instructional Methods
Description
PURPOSE:
Histology is often perceived by optometry students as low-yield despite its
clinical relevance, contributing to limited engagement and inconsistent
performance. This study examined the impact of progressively expanded active
learning and a redesigned weekly delivery format on student performance,
engagement, and perceptions in a first-year optometry histology course.
METHODS:
A four-year iterative redesign was implemented. In 2022 (n=115), the course
used monthly five-hour didactic sessions. In 2023 (n=110), problem-based
learning (PBL) activities were added. In 2024 (n=117), two hours of
team-based learning (TBL) were incorporated. In 2025 (n=113), the course
shifted to four weekly two-hour sessions to improve pacing and reduce
cognitive load. All cohorts were assessed using identical exam questions to
enable direct comparison of performance. End-of-course evaluations and
qualitative comments from 2022–2025 were analyzed to assess perceived value,
engagement, and preferences for active learning and course structure.
RESULTS:
Active learning components across 2023–2025 received consistently high engagement
ratings. Final exam analysis demonstrated significant improvement following
expanded active learning: the 2024 cohort (M = 94.7%, SD = 4.2, n = 113)
outperformed the 2023 cohort (M = 88.9%, SD = 9.5, n = 111), t(200) = –5.94,
p < 0.0001, d = 0.80. Minimum performance increased from 60% (2023) to 83%
(2024), reflecting reduced score variability and stronger overall mastery.
Student perceptions mirrored these findings, with over 75% agreeing or
strongly agreeing that active learning improved understanding, confidence,
and peer collaboration. Preliminary feedback from the 2025 weekly-delivery
cohort suggests improved clarity, reduced cognitive overload, and higher
satisfaction with continuous engagement.
CONCLUSIONS:
Progressive integration of active learning strategies, combined with
restructuring the course into weekly sessions, appears to improve both
student engagement and academic performance in optometry histology. Ongoing
analysis of the 2025 cohort will guide further refinements to support durable
foundational science learning in optometric training.
Histology is often perceived by optometry students as low-yield despite its
clinical relevance, contributing to limited engagement and inconsistent
performance. This study examined the impact of progressively expanded active
learning and a redesigned weekly delivery format on student performance,
engagement, and perceptions in a first-year optometry histology course.
METHODS:
A four-year iterative redesign was implemented. In 2022 (n=115), the course
used monthly five-hour didactic sessions. In 2023 (n=110), problem-based
learning (PBL) activities were added. In 2024 (n=117), two hours of
team-based learning (TBL) were incorporated. In 2025 (n=113), the course
shifted to four weekly two-hour sessions to improve pacing and reduce
cognitive load. All cohorts were assessed using identical exam questions to
enable direct comparison of performance. End-of-course evaluations and
qualitative comments from 2022–2025 were analyzed to assess perceived value,
engagement, and preferences for active learning and course structure.
RESULTS:
Active learning components across 2023–2025 received consistently high engagement
ratings. Final exam analysis demonstrated significant improvement following
expanded active learning: the 2024 cohort (M = 94.7%, SD = 4.2, n = 113)
outperformed the 2023 cohort (M = 88.9%, SD = 9.5, n = 111), t(200) = –5.94,
p < 0.0001, d = 0.80. Minimum performance increased from 60% (2023) to 83%
(2024), reflecting reduced score variability and stronger overall mastery.
Student perceptions mirrored these findings, with over 75% agreeing or
strongly agreeing that active learning improved understanding, confidence,
and peer collaboration. Preliminary feedback from the 2025 weekly-delivery
cohort suggests improved clarity, reduced cognitive overload, and higher
satisfaction with continuous engagement.
CONCLUSIONS:
Progressive integration of active learning strategies, combined with
restructuring the course into weekly sessions, appears to improve both
student engagement and academic performance in optometry histology. Ongoing
analysis of the 2025 cohort will guide further refinements to support durable
foundational science learning in optometric training.