The advantages of peer teaching and self-reflection for learning histology

Learner-centered instructional approaches including peer teaching and self-reflection are increasingly used in medical education. This study investigated students' adoption and perceptions of these educational paradigms in a medical school histology course and tried to identify factors that increased students’ motivation as well as supported their learning. In histology laboratory sessions, the control group underwent teacher-led instruction, while the experimental group utilized a student-centered design (previews, student slide presentations, feedback and self-reflection). Two questionnaires were used to collect data about undergraduate medical students' opinions and reactions to these teaching paradigms. Summative practical and theoretical examinations were used as the basis for assessing both groups’ learning outcomes. Compared to the control group, students in the experimental group showed improvements in several areas, especially learning preparatory behaviors and thinking skills. Among the areas surveyed, the two items with the greatest difference were active observation of histology slides and the understanding of structure-function relationships. A thematic analysis of student responses indicated that learners valued knowledge, analytical thinking skills, and identifying their own shortcomings. A survey of students' motivation to adopt the new learning design revealed that 92.2% were interested in developing their professional skills in the subject, which was higher than their motivation for a better academic performance (76.5%). No significant differences in summative histology examination scores were found. These findings suggest that a multifaceted approach to histology teaching that includes peer instruction, teacher feedback, and self-reflection can improve students’ histology laboratory learning behavior, thinking and motivation.