This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.

中文翻译：

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对英国大学医学，牙科和兽医学本科课程中组织学研究中使用虚拟显微镜的使用进行评估。

本文介绍了一种虚拟显微镜（VM）的引入，该虚拟显微镜使临床前组织学教学得以形成，以更好地满足每年在英国布里斯托大学学习医学，牙科或兽医学的大约900名本科生的需求。虚拟机实现的特点包括：（1）学生和教师可以在数字幻灯片上做注释的设施；（2）内部开发基于VM的测验，用于形成性和总结性评估；（3）存档每年生成的教材，使学生能够在整个课程中访问其个性化的学习资源；（4）与VM一起保留光学显微镜功能。学生对VM的反馈对它的易用性特别满意，注释工具的价值，测验以及校外所有组件的可访问性。对登录数据的分析表明，在时间表教学之外，学生对VM的使用相当大，尽管有所不同。每个课程每个学生帐户每年登录的中位数超过了该课程的时间表组织学课程的数量（1.6-3.5倍）。所有群组中每年的学生登录总数从2007-2008年的大约9000个增加到2010-2011年的22,000个。VM的实施改善了组织学实验室内实践课的教学，并促进了实验室外材料的合并和修订。讨论了一些新颖的策略，这些策略利用了引入VM的好处，以及为克服某些潜在挑战而采取的策略。Anat Sci Educ 7：389-398。©2013美国解剖学家协会。