A Multimedia Educational Module for Teaching Early Medical Neuroanatomy

Introduction As the global burden of neurological disorders continues to rise, physicians’ need for a solid understanding of neuroanatomy is becoming more important. Traditional neuroanatomy curricula offer a limited approach to educating a diverse profile of learning styles. In an attempt to incorp...

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Autores principales:	Matthew C. Welch, Jonathan Yu, M. Benjamin Larkin, Erin K. Graves, David Mears
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Neuroanatomy Neurophobia Dissection Cadaver Anatomy Curriculum Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/25d8100b8555466093bc72d536edbd17
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spelling	oai:doaj.org-article:25d8100b8555466093bc72d536edbd172021-11-19T14:08:28ZA Multimedia Educational Module for Teaching Early Medical Neuroanatomy10.15766/mep_2374-8265.108852374-8265https://doaj.org/article/25d8100b8555466093bc72d536edbd172020-03-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10885https://doaj.org/toc/2374-8265Introduction As the global burden of neurological disorders continues to rise, physicians’ need for a solid understanding of neuroanatomy is becoming more important. Traditional neuroanatomy curricula offer a limited approach to educating a diverse profile of learning styles. In an attempt to incorporate recent literature addressing diverse learning formats, we developed and evaluated two new image-based resources for the neuroscience curriculum. Methods We created narrated videos demonstrating the brain dissections that students were to perform in the laboratory and quiz-style, postdissection review slides for later self-guided study. These were offered as optional study aids to two classes of preclerkship medical students at the Uniformed Services University of the Health Sciences F. Edward Hébert School of Medicine. Effectiveness was evaluated through examination questions, and a survey was administered to one of the classes to assess usage of and satisfaction with the materials. Results Mean scores on the practical examination questions were 83% and 89% for the two classes of students given the resources. Notably, 100% of respondents used the review slides after the laboratory, and more than 99% found them very helpful or extremely helpful for learning relevant concepts. Discussion Our results support the usefulness of these resources as learning tools for neuroanatomy. These resources were meant to augment various traditional resources (textbooks, lecture) to provide a broad range of study options in line with current research. Our experience suggests that similar tools could be developed for application in other visually based content areas of the preclerkship curriculum.Matthew C. WelchJonathan YuM. Benjamin LarkinErin K. GravesDavid MearsAssociation of American Medical CollegesarticleNeuroanatomyNeurophobiaDissectionCadaverAnatomyCurriculumMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Neuroanatomy Neurophobia Dissection Cadaver Anatomy Curriculum Medicine (General) R5-920 Education L
spellingShingle	Neuroanatomy Neurophobia Dissection Cadaver Anatomy Curriculum Medicine (General) R5-920 Education L Matthew C. Welch Jonathan Yu M. Benjamin Larkin Erin K. Graves David Mears A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
description	Introduction As the global burden of neurological disorders continues to rise, physicians’ need for a solid understanding of neuroanatomy is becoming more important. Traditional neuroanatomy curricula offer a limited approach to educating a diverse profile of learning styles. In an attempt to incorporate recent literature addressing diverse learning formats, we developed and evaluated two new image-based resources for the neuroscience curriculum. Methods We created narrated videos demonstrating the brain dissections that students were to perform in the laboratory and quiz-style, postdissection review slides for later self-guided study. These were offered as optional study aids to two classes of preclerkship medical students at the Uniformed Services University of the Health Sciences F. Edward Hébert School of Medicine. Effectiveness was evaluated through examination questions, and a survey was administered to one of the classes to assess usage of and satisfaction with the materials. Results Mean scores on the practical examination questions were 83% and 89% for the two classes of students given the resources. Notably, 100% of respondents used the review slides after the laboratory, and more than 99% found them very helpful or extremely helpful for learning relevant concepts. Discussion Our results support the usefulness of these resources as learning tools for neuroanatomy. These resources were meant to augment various traditional resources (textbooks, lecture) to provide a broad range of study options in line with current research. Our experience suggests that similar tools could be developed for application in other visually based content areas of the preclerkship curriculum.
format	article
author	Matthew C. Welch Jonathan Yu M. Benjamin Larkin Erin K. Graves David Mears
author_facet	Matthew C. Welch Jonathan Yu M. Benjamin Larkin Erin K. Graves David Mears
author_sort	Matthew C. Welch
title	A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_short	A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_full	A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_fullStr	A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_full_unstemmed	A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_sort	multimedia educational module for teaching early medical neuroanatomy
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/25d8100b8555466093bc72d536edbd17
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A Multimedia Educational Module for Teaching Early Medical Neuroanatomy

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