Digital Cytology in Veterinary Education: A Comprehensive Survey of Its Application and Perception among Undergraduate and Postgraduate Students

Simple Summary Due to the fast changes in the availability of new technologies, partially accelerated by COVID-19, veterinarians and veterinary students faced the challenges of digital learning technologies embedded in practical laboratories. In particular, veterinary pathology courses transitioned from traditional methods to digital pathology, the viewing of slides on a computer screen. The aims of this study are to evaluate and compare the personal effectiveness and satisfaction, as well as the advantages and disadvantages of digital pathology, specifically digital cytology, as a teaching method among European veterinary students at the undergraduate and postgraduate level who attended digital pathology courses during and before the pandemic. Digital cytology refers to the visualisation of cytological samples on a screen. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. From our results, the main differences emerged in training, the disadvantages of digital cytology, and the preferred method of learning cytology. Finally, all students consider digital cytology as a satisfactory primary teaching methodology; however, the importance of not completely replacing light microscopy, a common tool in everyday veterinary practice, emerged, especially from postgraduate students.Abstract The COVID-19 pandemic accelerated technological changes in veterinary education, particularly in clinical pathology and anatomic pathology courses transitioning from traditional methods to digital pathology (DP). This study evaluates the personal effectiveness and satisfaction, as well as the advantages and disadvantages, of DP, in particular digital cytology (DC), as a teaching method among European veterinary students, both at the undergraduate and postgraduate level, who attended digital pathology courses during and before the pandemic. A further aim is to discuss the differences between the two student groups. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. Results indicated that undergraduate students showed greater digital pathology training, favouring DC as the most effective learning modality. In contrast, postgraduate students reported less digital slide training, and their preference for learning cytology was split between DC alone and DC integrated with traditional microscopy. All students experienced whole slide imaging for learning cytology slides prevalently, and they stated that DC enhanced their learning experience. While DC demonstrates personal effectiveness and satisfaction as a teaching method, it is important to not replace pathology training with light microscopy completely, as almost a third of the students indicated.