Histology is a key component of the Biology course for first-year students in most health sciences degrees in Spain. Laboratory practices using a microscope complement this subject and are essential for both Physical Therapy (PT) and Podiatry (Po) students, as they provide a basis for understanding the microscopic structure and function of tissues.

Students often struggle to interpret what they observe and relate it to their theoretical knowledge. The use of virtual tools in and out of the classroom, such as Wooclap, offers an opportunity to enhance student learning by providing a platform to improve their knowledge acquisition.

This study compares the use of Wooclap as a tool for enhancing learning in histology practice with traditional methods. Students enrolled in PT and Po Biology courses spend only five hours in laboratory sessions using a microscope, which is insufficient time to acquire an in-depth understanding of the subject. The development of various Wooclap events, including images of the slides observed during laboratory sessions, enhances student learning. These activities assist students in retaining concepts and visual images, enabling them to distinguish between different cells and tissues long after the sessions have ended.

In academic years when Wooclap was integrated as a supplemental learning tool, student pass rates increased by 20% compared to those who did not use the platform. Approximately 81% of PTD students and 92% of PoD students completed the assigned activities. Notably, students who did not engage with Wooclap were also absent from the final exam.

In terms of the types of Wooclap questions used, students found multiple-choice and matching-based questions more accessible. In contrast, tasks requiring the labeling or location of cells and structures within images were perceived as more challenging.

In conclusion, the incorporation of Wooclap as a complementary tool alongside traditional laboratory practice sessions is both effective and feasible. Its use enhances student learning and facilitates the assimilation of key concepts in Histology, particularly for first-year health sciences students. The findings of this study indicate that the implementation of Wooclap in other health sciences programs has the potential to foster student engagement and comprehension.

Keywords: Physical Therapy, Podiatry, Histology Education, Wooclap, Undergraduate Perceptions.