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Objective: To explore the impact of drawing on students’ understanding of histology. To determine if students who draw images can score better than those who do not. Study design: Quasi experimental. Place and duration of study: Histology Laboratory, Department of Anatomy, Shifa College of Medicine, Shifa Tameer-e-Millat University, from January 2017 to September 2017. Methods: This histological study was carried out during the Endocrinology and reproduction module (ENR) in January, 2017. There students were divided into two groups, A and B of 50 students assigned by random sampling. During the first half of the module Group A drew the microscopic image of the slide in the practical notebook as a normal practice. Group B was shown images only and the task of drawing the images in the practical note book was excluded. At the end of four weeks MCQ paper of 50 questions of higher order thinking to check their concepts of applied histology was given to students. For the next half of the module the groups were flipped over by a cross-over design and Group A only saw the microscopic image and Group B drew the histological image. A second test of MCQs of higher level of application of knowledge was given at the end of four weeks. Results: Analysis of data showed that there is no statistically significant difference between the mean scores obtained by the drawing group and non-drawing group (p>0.05) in both test I and test II. However there is a statistically significant difference in the mean scores of the same group when they draw the microscopic image and when they do not (p<0.05). Conclusion: Drawing microscopic images has a positive impact on learning. The traditional teaching strategy for histology should be explored further by research to help curriculum planners to include drawing of images in the teaching of histology

Significance of Actually Drawing Microscopic Images and Its Impact on Students' Understanding of Histology