Stage-locked Microscope in Anatomy OSPE: Perception From Malaysian Preclinical Students

Abstract

Introduction: Anatomy education is fundamental in medical training, necessitating innovative methodologies like the Objective Structured Practical Examination (OSPE) and advanced technologies such as the stage-locked microscope. Despite their potential benefits, limited research exists on student perceptions of the stage-locked microscope in Malaysian medical education. This study explores preclinical medical students' perceptions of the stage-locked microscope during anatomy OSPE to understand its effectiveness and impact on learning. Materials and methods: A cross-sectional cohort study with universal sampling involved 106 Year 2 medical students at Universiti Putra Malaysia (UPM). Participants engaged in OSPE cycles using the stage-locked microscope. Data on image clarity, structural identification, user comfort, microscopic effectiveness, and overall satisfaction were collected via a validated questionnaire. Statistical analyses included the Mann-Whitney U test and Kruskal-Wallis test to assess demographic variations in perceptions. Results: The study achieved a 93.4% response rate with 99 participants. The questionnaire demonstrated high reliability (Cronbach’s alpha = 0.974). Students reported positive perceptions overall, with Image Clarity receiving the highest mean scores. The stage-locked microscope was perceived to significantly enhance visual acuity and understanding of anatomical structures. Conclusion: This study provides valuable insights into preclinical medical students' perceptions of the stage-locked microscope, confirming its potential to improve anatomical learning. The findings support its integration into anatomy education, offering guidance for educators and curriculum developers. The successful implementation at UPM positions it as a potential benchmark for global anatomy education, highlighting the promise of this innovative approach in advancing medical training worldwide.