Students’ Perception To Different Types Of Reasoning Questions For Histology Practical Training

Background: Educators world over are constantly looking for new ways to improve student understanding and performance. While the traditional methods of teaching are effective as is, introduction of newer, fresher methods may prove useful in providing an additional level of thinking and reasoning in students. Peer-framed reasoning questions is one such example that has been reported to show considerable improvement in student knowledge, and hence, performance. In a subject like histology, reasoning could prove useful to explain the microanatomy of structures and their relation to physiological functions. Aim and objectives: To determine students’ perception to different types of reasoning questions for histology practical training, and to assess their performance and response to the same. Methodology: This study is conducted on 50 first year medical students if Saveetha Medical College. The students were given 2 questions framed with the help of two first year medical students for histology slides over a period of 6 histology hours. The answers to the questions were collected and corrected. The performance of the students was evaluated. To assess the perception of students towards the questions given in the above sessions, they were subjected to answer a validates questionnaire, the results of which were evaluated. Results: The students showed considerable interest in the programme and participated diligently. The answers to the feedback questionnaire showed positive responses in the whereabouts of 60% to all questions, with negative responses in the range of 10-15%. The rest remained neutral. Hence, most students found this practice useful and interesting. Conclusion: The participating students felt the programme was useful and refreshing, being a change from routine classes. The different approach to the subject helped them understand gaps in their knowledge as well as fill them. By going through the slides and information themselves, the students were able to understand how microanatomy of various body tissues goes hand in hand with their physiological functions. INTRODUCTION Histology is the study of microanatomy of tissues, organs and cells, as observed under a microscope. As it deals with the anatomy of microscopic structures, it is also often involved in the correlation between the anatomical structures and the function they perform. A more practical subject, histology is studied by observing various slides under a microscope to differentiate the structures and tissues based on their anatomical structure, and how this is determined based on function. A strong knowledge of histology, hence, helps separate the structure of a normal structure from an abnormal one, aiding in diagnosis. As the meeting point between anatomy and European Journal of Molecular & Clinical Medicine ISSN 2515-8260 Volume 07, Issue 09, 2020 616 physiology, it is also instrumental in understanding the functions of the numerous structures in the body. Given its practical applications and those in diagnosis and research, the study of histology is of high importance for medical students. However, its vast field and sometimes confusing nature leads to it being considered more difficult to understand. In this regard, the application of reasoning questions over fact-based questions has shown better approach to subjects. Student perception is that anatomy is endless memorisation, which leads them to approach the subject with the wrong attitude. Using understanding and explanation to make connections with the subject is more useful in the long run than just memorisation.i, In other studies, no statistically significant difference was found between students employing reasoning and objective thinking into answering questions, and those using other methods. However, those using reasoning seemed to understand the topic better as well as enjoy it more. As per the University of Chicago’s teaching model, the subjects of histology and physiology were integrated to one course, in an attempt to improve the connection between the two subjects and clinical medicine. Surveys and tests were conducted to determine the outcome of this decision. It was found that students of the new curriculum were satisfied with it, and comparison of their attitudes with those of the old curriculum revealed several differences favouring the teaching of physiology in the new curriculum. The new curriculum students also outperformed the old curriculum students in four or five subdivisions of the knowledge tests conducted. In most cases, teachers are reliant on presentations to aid their lectures. In such scenarios, students act as passive learners, with little opportunity to test their knowledge of the subject for any inaccuracies. Students attempted short answer type questions along with the same, but with the added requirement of justifying their answer. Resultant scores stated that the students performed much better in the questions where they were required to explain themselves than on the standard short answer questions. The topics studied by medical students, and the method of study of the same was found to depend on its importance in examinations, and not its clinical significance. Student feedback showed a general positive attitude toward testing and assessments, but also laid emphasis on highlighting the relevance of examinations to clinical practice. The introduction of student generated questions helps them feel more included in the subjects covered. It may also improve their knowledge and understanding of the subject. In two groups of midwifery students, it was found that those answering questions set by themselves and their peers showed a marked increase in performance over the group following traditional methods. However, the students also noted that although useful, question framing is unfamiliar, and hence, not very popular. Normalisation of this practice may see improvements in both student performance and interest in the subject. From the above studies, the most common inference is that question framing by students is a fruitful exercise for everyone involved. Additionally, reasoning questions promote application of concepts over simple rote learning. Such a practice could prove useful in a subject like histology, where microanatomy is explained through functional physiology. European Journal of Molecular & Clinical Medicine ISSN 2515-8260 Volume 07, Issue 09, 2020 617 Allowing for framing of questions by peers may also lead to questions from a different perspective, seeing the vast difference in experience between students and educators. This allaround system of reasoning-oriented questioning might lead to an easier transition from classroom learning to clinical practice. Aim To determine the students' perception to different types of reasoning questions for histology practical training. Objectives I. To assess the performance of the students to peer made reasoning questions for histology practical class II. To evaluate and analyse the students' perception towards these questions for histology Need for study Application of peer made reasoning questions in histology may be beneficial to both, the student framing the questions and the student answering them. It is a slightly unconventional mode of study as it is not common practice everywhere. The results of this study, if definitive, may be used to introduce this concept in other fields as well. METHODS This study is conducted on 80 first year medical students of Saveetha Medical College. The students were given two questions framed with the help of two first year medical students for histology slides over 6 histology hours. The slides chosen for this included those of cerebrum, sympathetic ganglion, dorsal root ganglion, cerebellum, spinal cord and placenta. These questions were framed from a reasoning perspective rather than from a rote learning point of view to assess the performance of students in answering peer made questions that encouraged objective thinking on the students’ part over only studying from the prescribed books and textbooks. Additionally, the students framing the questions were encouraged to do so according to their curiosities about the slide being discussed and not refer to preexisting questions from any reference books. The students answering the questions were given ample time to view the slide and discuss its features with their peers before decidedly answering. They were also asked to reason for themselves the microanatomy of the tissues and relate it to the functions. The answers to these questions were collected and corrected. The performance of the students was then evaluated and consolidated. Following this, they were made to answer a questionnaire to assess their perception towards the questions. The results of this were also evaluated and compiled, to form a meaningful report of how the student response was towards this reasoning oriented system of questioning and assessment. In light of the circumstances involving the SARS-CoV-2 global pandemic, the questioning was done online making use of forms and video conferences. The slides were shown as pictures, with multiple, from different sources, being shown for each specimen to improve understanding of what was being shown and discussed. RESULTS The initial round of questioning included 12 questions in total, given to each student (2 per specimen). The feedback questionnaire that followed this was of 7 questions, each testing the usefulness of this exercise from the students’ perspective. European Journal of Molecular & Clinical Medicine ISSN 2515-8260 Volume 07, Issue 09, 2020 618 It was found that the students who attempted the peer framed reasoning questions spent more time with each slide than those not included in the study. Additionally, they took repeated looks at both the slide, and the reference textbooks in an attempt to learn more about the specimen being discussed. The feedback questionnaire was of 7 questions, to as