A Qualitative Examination Detailing Medical Student Experiences of a Novel Competency-Based Neuroanatomy eLearning Intervention Designed to Bridge a Gap Within an Integrated Medical Curriculum

Abstract

Background: A 1-year time-gap between first- and second-year neuroanatomy courses was created at our institution as a result of restructuring the curriculum from systems-based to an integrated format. Additionally, neuroanatomy hours decreased significantly (48.8%) when transitioning to an integrated curriculum, similar to other medical schools. Competency-based eLearning in medical education has shown promising results with decreasing overall learning time and improving accuracy. To date, competency-based eLearning has not yet been explored in neuroanatomy education. Objective: The purpose of this study is to develop and assess a novel competency-based neuroanatomy eLearning intervention for second-year medical students designed to bridge a 1-year time-gap, without adding significant instructional hours, in an integrated curriculum. Methods: A competency-based eLearning intervention encompassing the major tracts, brainstem anatomy, and an interactive case featuring a simulated patient experience was developed in the Articulate Storyline® platform. Student usage data, single-session course evaluations, and a focus group were used to evaluate the module’s effectiveness. Results: Student usage data showed an average completion time of M = 2:59:25 hours which fit within the scheduled 3-hour timeframe. Students rated the module’s overall effectiveness as M = 3.65 (out of 4) on a single-session evaluation. A focus group provided qualitative feedback suggesting improvements to the eLearning module in the domains of content, mechanics, and timing. Conclusion: A competency-based neuroanatomy eLearning intervention shows promising initial results to bridge a 1-year educational gap within an integrated curriculum. Overall, students described this educational tool as helpful and outlined ways in which to improve this resource.

New virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system

“…Multiple authors already applied similar methods to develop complementary tools for the neuroanatomy teaching, producing material like real cadavers that are anatomical models that could be integrated to the undergraduate curriculum in order to supplement and solve the problems associated with the neuroanatomy learning (Christ et al, 2018; Raffan et al, 2017). Even the digital platform developed by this research has not been tested by students yet, Pereira et al (2020), Sawras et al (2020), Hart et al (2021), and Singh et al (2021) reported that similar strategies applied by them greatly improved students learning. Hence, the expectation in having similar results regarding a future appliance of the feline, equine, and sheep CNS Study Platform by students.…”