PURPOSE
Students in a pre-M1 summer curriculum maximize preparedness for
foundational science content and seek study strategies that work best for
them individually. This study used histology descriptive assignments to
provide students with a flexible study tool as well as feedback on their
metacognition in correlation to performance on exams.
METHODS
Blank and example histology templates created by Dr. Thom Gaddy (MCG/UGA
Partnership) were provided with four assignments across a 3-week course.
Three assignments allowed selection among topics known to be challenging,
while the fourth was student’s choice. Students were instructed to make a
study guide for future students on their four topics. Course director
provided individual feedback across the course on gaps or misunderstandings,
as well as group and individual feedback at the end. Anonymous student
feedback was obtained. It was not possible at the time to compare the M1
histology performance of these students to M1s who had not taken the pre-M1
summer course.
RESULTS
Students were not given strict instructions and generally took either a
“lab-based” approach that focused on comparisons/descriptions to ID tissue
features, or a “lecture-based” approach that included cell/tissue physiology
with relatively little lab ID focus. Lab exam performance was similar among
the groups, while those who on their own took a more physiology-oriented
approach were better prepared for MCQs. Eight of 10 students agreed or
strongly agreed that the assignments had been helpful to their learning, and
seven said they were likely to adopt some version of the templates for their
M1 study.
CONCLUSIONS
Students typically enter this summer course without knowing how to study
for histology. Guided assignments provided practice in organizing thoughts,
and most students found them helpful. They gave course director insights into
how students approach histology and how to tailor guidance toward their
future success.