Changing Concepts of Neuroanatomy Teaching in Medical Education

Hazelton, Lara

doi:10.1080/10401334.2011.611777

Cited by 29 publications

(35 citation statements)

References 49 publications

(39 reference statements)

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“…These findings are relevant when evaluating immersive and interactive 3-dimensional virtual reality as a learning tool, since the primary goal of neuroanatomy learning is to obtain and maintain knowledge that is essential to medical practice. 1 Based on both the quantitative results and the satisfaction survey results, there is evidence that virtual-reality technology may provide an effective supplemental tool for learning neuroanatomy by decreasing neurophobia and increasing knowledge retention. Our results are in concordance with those of studies using virtual 2-and 3-dimensional models [25][26][27] and suggest that learning complex, 3-dimensional relations between neural structures is facilitated by training in a 3-dimensional virtual-reality environment.…”

Section: Discussionmentioning

confidence: 99%

“…1 A comprehensive understanding of neuroanatomy is reliant on thorough knowledge of the intricate relations among multiple 3-dimensional structures. 2 Traditionally, methods of learning neuroanatomy have included extended teaching time and supplementation through anatomic dissection and histological slides to examine the spatial 3-dimensional relations between structures.…”

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confidence: 99%

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Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

et al. 2018

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Background: Spatial 3-dimensional understanding of the brain is essential to learning neuroanatomy, and 3-dimensional learning techniques have been proposed as tools to enhance neuroanatomy training. The aim of this study was to examine the impact of immersive virtual-reality neuroanatomy training and compare it to traditional paper-based methods. Methods:In this randomized controlled study, participants consisted of first-or second-year medical students from the University of Saskatchewan recruited via email and posters displayed throughout the medical school. Participants were randomly assigned to the virtual-reality group or the paper-based group and studied the spatial relations between neural structures for 12 minutes after performing a neuroanatomy baseline test, with both test and control questions. A postintervention test was administered immediately after the study period and 5-9 days later. Satisfaction measures were obtained. Results:Of the 66 participants randomly assigned to the study groups, 64 were included in the final analysis, 31 in the virtual-reality group and 33 in the paper-based group. The 2 groups performed comparably on the baseline questions and showed significant performance improvement on the test questions following study. There were no significant differences between groups for the control questions, the postintervention test questions or the 7-day postintervention test questions. Satisfaction survey results indicated that neurophobia was decreased. Interpretation:Results from this study provide evidence that training in neuroanatomy in an immersive and interactive virtual-reality environment may be an effective neuroanatomy learning tool that warrants further study. They also suggest that integration of virtualreality into neuroanatomy training may improve knowledge retention, increase study motivation and decrease neurophobia. Abstract Research E104CMAJ OPEN, 6(1)

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

et al. 2018

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“…However, neuroanatomy curriculum is changing 15 and Portuguese medical schools continue to adjust and modify their programmes.…”

Section: Discussionmentioning

confidence: 99%

Changing Times in Undergraduate Studies on Neuroanatomy

Arantes

Ferreira

2016

Rev. bras. educ. med.

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“…Similarly, they should reflect a very thoughtful approach to what should be taught. For example, a changing environment in medical education has led to a reassessment of assumptions and practices about what should be taught in neuroanatomy [32]. Although broad goals were described for these curricula, when defining a learning objective, a statement is required of (1) observable, behavioral outcomes, (2) criteria for successful performance of the behaviors, and (3) the situational context in which the behaviors are to be performed [28,33].…”

Section: Discussionmentioning

confidence: 99%