Background: Morphology-based disciplines such as histology, embryology, and cytogenetics require strong visual learning and rely heavily on visual pattern recognition, with more complex integrative processes, that is, higher-order cognitive skills that connect, interpret, and apply knowledge across contexts. These skills may be supported by social media formats. In parallel, medical students increasingly engage with digital and social media platforms, prompting interest in their potential educational value. Instagram (Meta Platforms, Inc), as an image-centered and interactive medium, has emerged as a potential pedagogical tool. The Histo.Embryo Instagram account was launched in 2023 under the auspices of the French National College of Histologists, Embryologists, and Cytogeneticists (CHEC) to complement traditional teaching with bilingual, interactive, image-based posts. Objective: This study aimed to evaluate the pedagogical contribution of the Histo.Embryo Instagram account with a focus on students’ engagement, usage patterns, perceived learning outcomes, and qualitative user experience. This learning platform was developed as a visual and interactive tool to complement traditional teaching in histology, embryology, and cytogenetics. Methods: A mixed methods design combined a structured online survey (N>100), Instagram analytics (90-day period), and qualitative feedback. Quantitative data assessed usage frequency, preferred content formats, perceived utility, and self-reported learning outcomes. Qualitative data were analyzed thematically to explore how students interacted with and integrated the content into their learning practices. Results: Instagram was the dominant platform among students, with 81% (101/125) reporting daily use. The account reached 2582 unique users and 168,778 views. Static quiz-based posts generated 96% (203/207) of engagement, highlighting a strong preference for active recall formats. Survey data showed that 98% (122/125) perceived improved understanding, 64% (80/125) enhanced visual recognition, and over two-thirds reused content in academic settings. Qualitative findings provided additional insight into these patterns. Students described the content as accessible, visually clear, and aligned with exam expectations, emphasizing its role in simplifying complex concepts and supporting memorization. Many reported using posts for rapid revision, self-assessment, and consolidation of prior knowledge, suggesting integration into self-regulated learning strategies. The interactive quiz format was perceived as motivating and cognitively engaging. Conclusions: The Histo.Embryo Instagram account suggests that Instagram, when intentionally structured, may complement traditional teaching by supporting visual learning, active recall, and flexible study practices. Nevertheless, these findings should be interpreted cautiously due to potential self-selection bias, reliance on subjective measures, and the absence of controlled comparisons. Further research is needed to evaluate its impact on objective learning outcomes and long-term knowledge retention.

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