PURPOSE
Histology is a foundational component of medical education, yet many
students struggle with the histology portion of anatomy and physiology.
Dichotomous keys offer a systematic approach to identifying structures, but
their use in medical histology education is not well studied. This project
evaluated whether a guided dichotomous key session could support confidence,
retention, and performance among osteopathic medical students.
METHODS
A voluntary pre-test/post-test study was conducted with first-year DO
students enrolled in a histology course. Thirty-two students volunteered to
participate in a 60-minute guided dichotomous key session. The session began
with brief instruction on how to make and follow a dichotomous key, followed
by individual practice. Students then completed a team-based application of
the same question using premade keys. Pre- and post-session surveys assessed
confidence and perceptions of dichotomous keys. Knowledge retention was
measured using short quizzes in both quizzes. Practical exam scores of
participants (n=32) were compared with those of nonparticipants (n=150) using
independent-samples t-testing.
RESULTS
Participants achieved an average practical exam score of ~86%, compared
with ~83% among nonparticipants. The performance difference yielded a p-value
of 0.089, indicating a trend toward higher scores in the intervention group
but not statistical significance (p < 0.05). Group means were compared
directly; the class's average reflects the combined performance of both
groups. Qualitative feedback from surveys highlighted increased confidence,
improved engagement, and clearer recognition of histological features when
using dichotomous keys.
CONCLUSION
While not statistically significant, the results suggest that guided
dichotomous key sessions had no negative effect on student performance and
may offer a beneficial, low-cost, and interactive approach to learning
histology. This strategy may be readily adapted by other medical programs
seeking structured tools to support early learner confidence and foundational
science comprehension.