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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 incor...

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Autores principales: Welch, Matthew C., Yu, Jonathan, Larkin, M. Benjamin, Graves, Erin K., Mears, David
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7067615/
https://www.ncbi.nlm.nih.gov/pubmed/32181329
http://dx.doi.org/10.15766/mep_2374-8265.10885
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author Welch, Matthew C.
Yu, Jonathan
Larkin, M. Benjamin
Graves, Erin K.
Mears, David
author_facet Welch, Matthew C.
Yu, Jonathan
Larkin, M. Benjamin
Graves, Erin K.
Mears, David
author_sort Welch, Matthew C.
collection PubMed
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.
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spelling pubmed-70676152020-03-16 A Multimedia Educational Module for Teaching Early Medical Neuroanatomy Welch, Matthew C. Yu, Jonathan Larkin, M. Benjamin Graves, Erin K. Mears, David MedEdPORTAL Original Publication 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. Association of American Medical Colleges 2020-03-06 /pmc/articles/PMC7067615/ /pubmed/32181329 http://dx.doi.org/10.15766/mep_2374-8265.10885 Text en Copyright © 2020 Welch et al. https://creativecommons.org/licenses/by/4.0/ This is an open-access publication distributed under the terms of the Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) license.
spellingShingle Original Publication
Welch, Matthew C.
Yu, Jonathan
Larkin, M. Benjamin
Graves, Erin K.
Mears, David
A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title 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_short A Multimedia Educational Module for Teaching Early Medical Neuroanatomy
title_sort multimedia educational module for teaching early medical neuroanatomy
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7067615/
https://www.ncbi.nlm.nih.gov/pubmed/32181329
http://dx.doi.org/10.15766/mep_2374-8265.10885
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