An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities

Abstract

Background The COVID-19 pandemic revealed existing gaps in the medical educational system that is heavily dependent on the presence of medical students and teachers in laboratory and class for instruction. This affects continuity in the implementation of the neuroanatomy component of the medical neuroscience laboratory activities during COVID-19. We hypothesized that pivoting wet laboratory neuroanatomy activities to online using an adaptive flexible blended method might represent an effective approach in the implementation of laboratory neuroanatomy activities during a pandemic. Methods The current study describes an adaptive flexible blended learning approach that systematically mixes virtual face-to-face interaction activities with the online learning of brain structures, and the discussion of clinical cases. Learning materials are delivered through both synchronous and asynchronous modes, and Year 1 medical students learn neuroanatomy laboratory activities at different locations and different times. Student performances in the adaptive flexible blended learning approach were compared with the learning of similar activities during an in-person implementation of neuroscience laboratory activities. Results The results of using this adaptive flexible blended learning approach provided an autonomous independent learning, self-study approach that broadened student performance such that we have more students scoring between 80 and 89%, whereas the in-person learning resulted in most of the students scoring > 90% in the medical neuroscience laboratory activities. Conclusion An adaptive flexible blended learning approach that combined virtual face-to-face instruction using digital technology with online learning of neuroscience laboratory activities provided a unique educational experience for Year 1 medical students to learn neuroscience laboratory activities during the COVID-19 pandemic.

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

“…28,31 Outcomes explored were confidence (n= 5), 21,22,24,25,27 competency (n=2) 20,23 and knowledge (n=6). 26,[28][29][30]32,33 Levels of competency, confidence and knot tying and suturing skills were found to have improved across the course of learning and a further study suggested that levels of competency were the same when learning was conducted virtually (2020) compared to in-person pre-COVID (2019). Evidence from RCTs showed that knowledge was greater when learning was conducted using bespoke interactive platforms with a standard video format reported during the COVID pandemic.…”

“…These covered a wide range of both university and clinical based modules/ courses and included neurosurgery, 21 surgical instruments, knot tying and suturing, 24 digital histology, 26 a residency preparation course, 22 simulated patient consultations, documentation, and case presentation, 27 simulated clinical experience in respiratory unit and general medicine, 20 generic medical education, 28 neuroanatomy, 29 emergency medicine 25,33 musculoskeletal system anatomy and neuroanatomy, 30 the National Institutes of Health Stroke Scale, 32 operative techniques and skills, 31 and informed consent for surgical procedures. 23…”

“…The flow of citations through each stage of the review process is displayed in a PRISMA flowchart, 19 see Figure 1. Studies were conducted with students in their final year (Clerkship / Interns) (n=7), 20,22,24,25,27,32,33 first year (n=2), 29,30 second and third years (n=1), 26 third year only (n=1), 23 across all years (n=1), 21 and a further two did not specify the year of study. 28,31 Outcomes explored were confidence (n= 5), 21,22,24,25,27 competency (n=2) 20,23 and knowledge (n=6).…”

“…Most studies (n=7) were conducted in the USA. 21–25,29,33 The remaining studies were conducted in Germany, 26,27,31 Japan, 20 South Korea, 28 Switzerland 32 and Greece. 30…”

“…A variety of different online platforms was used to deliver synchronous learning; five used the Zoom video conferencing platform 20,21,24,26,27 three used the University Supported Management Systems: CANVAS 22,29 or Meducator, 30 one used Microsoft teams, 33 another Skype for business, 30 and three did not specify the type of video communication software used. 23,25,28 Other methods included neuroanatomical interactive virtual activities using “Digital Neuroanatomy” software, 29 simulated patient encounters employing online MedEd Case X videos, 33 and structural specimens replaced by photographs. 30 Five studies also incorporated asynchronous elements using pre-recorded lectures 23,28,30 or readily available podcasts.…”