Perspectives And Preferences Of Medical Students Toward Multiple Analytic Questions In Histology

A proficient questioning style can enhance learner engagement during histology lectures for undergraduate medical students. The aim of this study was to evaluate Second-year medical undergraduates' assessments of structure-based and function-based reasoning questions during histology lectures. This cross-sectional analytical study involved 150 students, with reasoning questions developed for seven general histology classes. Students encountered two or three structure-based and function-based reasoning problems during the lecture, allotted approximately two minutes for discussion before the teacher's elaboration, and the questions were reviewed at the conclusion of the sessions to reinforce the fundamental concepts. Students filled out an anonymous perception questionnaire with 10 items and two open-ended questions regarding the advantages and disadvantages of the intervention. The Wilcoxon signed-rank test and the Mann-Whitney U test were employed to assess group differences. The results demonstrated that student perceptions about both structure and function-based reasoning questions were favourable, with perceptions of three items significantly elevated for the function-based reasoning questions. Marked gender disparities in views regarding both categories of questions were seen for three issues. The advantages of question-based lectures encompassed enhanced comprehension and heightened engagement, whereas insufficient topic covered during lectures was viewed as a disadvantage. The inclusion of both structure-based and function-based reasoning problems in histology lessons enhanced learner engagement, and subsequent research might examine the impact of the stated reasoning strategy on learning outcomes.