Neuroanatomy of the spinal pathways: Evaluation of an interactive multimedia e-learning resource

Abstract

This article was migrated. The article was marked as recommended. Introduction: A diminished number of young doctors opt for specialty neurology training and show reduced confidence in managing neurology patients and interlink difficulties in managing neurology patients with impaired understanding of neuroanatomy and associated clinical correlates. Aim: To evaluate an interactive e-resource for the neuroanatomy of the spinal pathways based on cognitive theories of multimedia learning in aiding medical students learn neuroanatomy. Methods: Using a single-blinded controlled experimental design, knowledge of the spinal pathways was assessed prior and after usage of the novel e-resource compared to control web resource. The perceived usefulness of the tool used was gauged using Likert-scale questionnaires. Results: Performance in the second assessment improved for all users but the learning gain of participants in the experimental groups was higher compared to participants who did not use e-resources. Likert-scale ratings revealed a significantly higher appreciation for the novel tool compared to the control tool when learning clinical correlates. Conclusions: Stronger correlations between the students' perception of the tool used and their second assessment scores suggest that students favored the instructional design of the novel e-tool which shows promising results in bridging the gap between neuroanatomy knowledge and its clinical application.

Anatomy Visual Learning: A New Modality to Enhance Neuroanatomy Learning in First-Year Medical Students

“…14 Terlebih lagi, pada pembelajaran neuroanatomi dengan kadaver jumlah spesimen yang terbatas dan beberapa struktur yang diidentifikasi cukup kecil menjadi keterbatasan pembelajaran dengan kadaver. 15 Kesulitan mempelajari neuroanatomi juga seringkali dirasakan oleh mahasiswa tahun pertama di Fakultas Kedokteran Universitas Indonesia.…”

“…Pembelajaran neuroanatomi dengan menggunakan meja visualisasi anatomi 3D, atlas 3D, aplikasi Augmented dan Virtual Reality dianggap mampu meningkatkan pemahaman neuroanatomi mahasiswa. 3,4,6,[15][16][17] Pada awalnya, studi ini melibatkan total 50 subyek, namun 3 orang dikeluarkan dari penelitian karena tidak mengerjakan pre-test sehingga jumlah sampel menjadi 47 subyek, kelompok kontrol N= 23 dan kelompok intervensi N = 24. Diakhir sesi, 1 orang tidak mengerjakan post-test sehingga dikeluarkan dari data.…”

“…AVL memberikan kesempatan kepada mahasiswa untuk melakukan berbagai manipulasi, misalnya mengeksplorasi struktur anatomi dari berbagai sudut pandang, memperbesar, dan melabel struktur yang diinginkan. 15 Pada penelitian ini, struktur neuroanatomi pada AVL berasal dari gambaran CT Scan atau MRI yang diubah dalam bentuk 3D. Hal ini menjadi keunggulan aplikasi AVL pada studi ini.…”

Creating evidence‐based engaging online learning resources in neuroanatomy

“…It should be acknowledged that neuroanatomy is particularly well suited to online learning resources as they provide a multitude of alternative ways to explain complex concepts (Javaid et al., 2020; Welch et al., 2020; Newman et al., 2021). However, if the subject matter is more basic, there may be less of a demand for the alternative resources because students will have grasped the concepts when they are initially taught during university teaching.…”