Anatomy for Dental Medicine, Latin Nomenclature

Schulte, Erik; Baker, Eric W.; Schuenke, Michael

doi:10.1055/b-005-148829

Cited by 2 publications

(1 citation statement)

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“…The first computer-based session employed a diagrammatic representation of the brain (image modified from Thieme Teaching Assistant, Baker et al, 2015 ) and the task consisted of 12 blocks (288 total trials). The second session began with the diagrammatic representation for five blocks, then switched to an image of a real brain (from the University of Calgary Anatomical Specimens Collection) for the remaining eight blocks (312 total trials).…”

Section: Methodsmentioning

confidence: 99%

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study

Anderson

Hecker

Krigolson

et al. 2018

Front. Hum. Neurosci.

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In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

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Section: Methodsmentioning

confidence: 99%