Enhancing Histology Education through a Multimodal Approach: Integrating Digital Annotation, Manual Drawing, and Histological Batik Design
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| Title: | Enhancing Histology Education through a Multimodal Approach: Integrating Digital Annotation, Manual Drawing, and Histological Batik Design |
|---|---|
| Language: | English |
| Authors: | Wike Astrid Cahayani (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(4):525-534. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Science Education, Medical Students, Computer Uses in Education, Documentation, Freehand Drawing, Medical Education, Laboratory Equipment, Instructional Effectiveness, Cultural Activities |
| DOI: | 10.1002/ase.70183 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Histology often challenges medical students due to its complex terminology and abstract visualization demands. Although various instructional innovations exist, multimodal frameworks that integrate technology with culturally relevant artistic expression remain underexplored, particularly in non-Western settings. This study evaluates a multimodal curriculum combining digital annotation, manual drawing, and culturally grounded batik-motif creation to enhance histology learning. A quasi-experimental mixed-methods study compared two medical student cohorts: a 2019/2020 conventional cohort (n = 232) receiving standard microscopy-based instruction and a 2022/2023 multimodal cohort (n = 248) engaging in digital annotation, manual drawing, and batik-motif design. Data sources included computer-based exam scores, survey responses (n = 169), content analysis of open-ended feedback, and faculty evaluations of student-produced batik designs. Students in the multimodal cohort achieved significantly higher exam scores (89.4 ± 8.7) than those in the conventional cohort (64.2 ± 11.8; p < 0.001; Cohen's d = 2.43). Digital annotation was rated as the most motivating component (91%), while batik design--despite being the most challenging--was valued by 60% of students for deepening histological understanding. Content analysis indicated that the batik task enhanced visual--spatial understanding (78%) and creative engagement (72%). Integrating batik-motif design within a multimodal histology curriculum was associated with improved performance, engagement, and pattern-recognition skills. This culturally informed approach provided complementary learning pathways that supported diverse learners and fostered creative--analytical integration. The model is adaptable to other cultural contexts through locally meaningful artistic traditions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502920 |
| Database: | ERIC |
| Abstract: | Histology often challenges medical students due to its complex terminology and abstract visualization demands. Although various instructional innovations exist, multimodal frameworks that integrate technology with culturally relevant artistic expression remain underexplored, particularly in non-Western settings. This study evaluates a multimodal curriculum combining digital annotation, manual drawing, and culturally grounded batik-motif creation to enhance histology learning. A quasi-experimental mixed-methods study compared two medical student cohorts: a 2019/2020 conventional cohort (n = 232) receiving standard microscopy-based instruction and a 2022/2023 multimodal cohort (n = 248) engaging in digital annotation, manual drawing, and batik-motif design. Data sources included computer-based exam scores, survey responses (n = 169), content analysis of open-ended feedback, and faculty evaluations of student-produced batik designs. Students in the multimodal cohort achieved significantly higher exam scores (89.4 ± 8.7) than those in the conventional cohort (64.2 ± 11.8; p < 0.001; Cohen's d = 2.43). Digital annotation was rated as the most motivating component (91%), while batik design--despite being the most challenging--was valued by 60% of students for deepening histological understanding. Content analysis indicated that the batik task enhanced visual--spatial understanding (78%) and creative engagement (72%). Integrating batik-motif design within a multimodal histology curriculum was associated with improved performance, engagement, and pattern-recognition skills. This culturally informed approach provided complementary learning pathways that supported diverse learners and fostered creative--analytical integration. The model is adaptable to other cultural contexts through locally meaningful artistic traditions. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70183 |
