Learning histology is similar to learning how to read.  But instead of learning the shapes of your “a, b, c’s”, new learners in histology needs to recognize shapes in cellular morphology (squamous, cuboidal, columnar).  And like in certain languages there are variations of a letter like an accent.  In histology the columnar shape has variations dependent on their function (transitional, pseudostratified).  And like learning how words fit in a sentence, the distribution of cells gives meaning to the function of the tissue (simple vs stratified vs pseudostratified).  As with learning how to read, the learner needs to practice practice practice – ideally with a more experienced ‘reader’ by your side.

Perspective of the reading frame is also important in both reading and histology.  Can you read a book upside down? Yes – if you have mastered your letter and pattern recognition.  In histology, imagining what a tissue structure looks like in 3D based on the 2D plane of the tissue slice is not an easy task.  However, that 3D recognition in 2D will develop with practice and eventual mastery.

Layers of cells also helps determine function.  Using reading as an analogy, a paragraph with a lot of detail has more info to communicate than a single line.  Likewise, in histology, a simple single layer of cells has just one function (e.g absorption) whereas multiple layers of cell have multiple possible functions (e.g. protection by built up layers, protection by sloughing/shedding, etc)

The most common histological stain allows for easy visualization of the nucleus and amount of protein in the cytoplasm. Thus, a nucleus:cytoplasm ratio can be visualized to help determine the cellular morphology and viability.  For example, there is more cytoplasm than nuclei in squamous whereas there is more nucleus to cytoplasm with cuboidal. But if no nucleus isn’t present, then that cell is not alive, regardless of size of cytoplasm.

In summary, histology requires ‘visual literacy’  which recall, symbol/pattern recognition, critical thinking and lots of practice is needed.

Credits

Author: Athena Li (UBC undergraduate student in BMLSc program) & Dr. Jennifer Kong (BCIT & UBC)

Illustrations:  Athena Li (UBC undergraduate student in BMLSc program) and Sarah Pinault (UBC-O undergraduate student)