Lessons in Teaching Histology: Colorful Insights from Color Deficient Students

Lindsay R. Rubin, B.A.*, Wendy L. Lackey, M.A., Frances A. Kennedy, D.V.M., M.S., Robert B. Stephenson, Ph.D., Departments of Anatomy/Radiology and Physiology, Michigan State University, East Lansing, MI 48824 U.S.A.

PURPOSE: Routine histology relies on color staining techniques such as hematoxylin and eosin (H&E) to differentiate tissue components. It has been assumed that success in histology depends upon the ability to distinguish between various stain colors. If that were true, however, why are color deficient (color blind) histologists and histopathologists often exceptionally proficient in their fields? Given its prevalence, color deficiency likely poses a significant obstacle for a handful of medical students in each entering class.

METHODS: Previously, we have tested the effectiveness of color overlays and tinted contact lenses to filter out problematic colors for our color deficient students. Recently, we have used black and white computer monitors along with grey-scale prints to emphasize contrast and texture over color in histological sections.

RESULTS: Using these approaches, color deficient students have quickly learned to compensate for their deficiency by focusing on cellular morphology instead of color staining characteristics. Additionally, grey-scale prints may prove instructional for students with normal (trichromatic) vision, by encouraging them to consider subtle cell characteristics that may otherwise be overshadowed by stain color.

CONCLUSION: Transforming color histological sections to grey-scale was an effective teaching tool for our color deficient students. Additionally, because beginning students tend to rely too heavily upon color consistency between sections, all students may gain valuable insight by comparing color and grey-scale images, thus experiencing histology through the eyes of a color deficient student.