An investigation of the incorporation of virtual microscopy in the cytotechnology educational curriculum

Traditionally, cytotechnology (CT) students have been trained by using light microscopy (LM) and glass slides. However, this method of training has some drawbacks. Several other educational programs with similar issues have incorporated virtual microscopy (VM) in their curricula. In VM, the specimens on glass slides are converted into virtual images. However, in CT programs, which comprise of few educators and students, the feasibility of incorporating VM in the curricula is unclear. The long-term goal of this dissertation is to systematically investigate the feasibility of incorporating VM technology in CT educational curricula. The central hypothesis of this dissertation was that incorporating VM technology in the CT educational curricula is feasible.;The findings of this dissertation demonstrated that: a) CT students could effectively apply the cytomorphological criteria learned through VM to glass slide screening, b) students had a preference for the VM teaching module, c) incorporation of VM as an additional teaching tool along with the traditional LM teaching in CT educational curricula is feasible, and d) the optimal scanning parameters for gynecological (GYN) cytology specimens was 3 focal plane level and 1 micron interval.;In conclusion, this dissertation verified the feasibility of VM in the GYN course of CT education. VM was found to be a promising additional resource to the traditional LM in the CT education. Future studies should investigate the feasibility of VM in other courses of CT educational curricula. Learning cytology through VM has the potential to improve the performances of CT students and thus improve their service to the community. However, glass slides and LM will be used clinically for some time to come. Therefore, it is suggested that VM technology should be used as an additional resource along with the traditional LM. Current CT students must be proficient in using both technologies.