Abstract:

Introduction:
Histology is the study of the cells, tissues of the animal and vegetal body. It has traditionally been taught by lecturers using a series of light and electron photomicrographs, and laboratory sessions where students use microscopes to identify histological structures in specimen slides. Traditionally, drawings of basic tissues have been a teaching tool in order to improve identification of images and increase engagement and active participation of students. Recently, it has been identified a positive relationship between observational drawing, motor control and procedural memory (Chamberlain et al., 2014).

Objectives:
The main goal of this work is to know if students identify better the tissues from drawings or real images.

Material and methods:
The participants were 105 undergraduate biology students enrolled in a Histology course. For this study, students were randomly divided in two groups: experimental (drawings group) and control (nondrawings group). In the experimental group, we used a self-administered questionnaire developed by the researchers which consisted in identification of several drawings of blood cells and surface epithelia. In control group students must identify the same blood cells and epithelia from real images.

Results and conclusions:
Our results suggested that there are no significant differences between the two groups in regard identification the blood cells. But in regard to identification of surface epithelia we observe that they identify best when they analyze drawings.

Keywords:

Active learning, histology learning, histological drawing.