Abstract:

Teaching Histology requires interpreting two‑dimensional microscopic images and relating them to three‑dimensional anatomical structures, a task that students often find challenging. In our previous innovation project, the creation of three‑dimensional models proved effective in improving students’ spatial perception, a difficulty frequently reported in this subject. This positive impact led to the stable incorporation of model construction into the course.

This study examines an evolution of that methodology based on three key changes: the introduction of an in‑person oral presentation session, the transition from individually made models to teamwork‑based construction, and the integration of model development into regular class time. The instructor allocated specific time at the end of each session for groups to work collaboratively, clarify doubts in real time, and reinforce their understanding of the structures represented.

A total of 99 questionnaires related to the oral presentation session and 103 questionnaires assessing the usefulness of 3D models during practical classes were collected. Students mostly rated with scores of 2–3 (on a 1–3 scale) the usefulness of presenting their models and listening to other groups’ explanations, highlighting the importance of these interactions for review and clarification. Qualitative comments showed that teamwork fostered idea exchange, joint construction, and deeper conceptual understanding, significantly increasing student satisfaction. Students also emphasized that having structured class time for teamwork—enabled by the instructor’s reorganization of instructional time—promoted genuine cooperative learning, effective communication, collaborative problem solving, and more creative and thorough explanations. This process strengthened their motivation, supported peer integration and empathy, and contributed to a positive and participatory classroom environment.

Overall, the findings suggest that while individually built models already supported spatial understanding, combining cooperative teamwork, in‑person oral presentation, and guided in‑class construction substantially enhances interaction, conceptual depth, and the overall learning experience. This integrated approach emerges as a more effective, motivating, and sustainable teaching strategy than exclusively individual or asynchronous modalities, reinforcing the acquisition of key competencies in Histology.

Keywords:

Active learning, Team‑based learning, 3D model construction, Spatial perception, Histology education.