Learning Brainstem Anatomy: A Mnemonic Device

McDeavitt, James T.; King, Kara C.; McDeavitt, Kathleen R.

doi:10.1016/j.pmrj.2014.03.013

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…It has been claimed that mnemonic devices are the well established tools of teaching-learning that leads to increased retention of knowledge. 15 The cumulated results regarding the number of mnemonics used by the individual teachers participating in the present research showed that more than half of them remembered using more than five mnemonics in their student/resident life and teaching life. ing anatomical information as well as to compare their effectiveness with the control group through analyses of the performances of the Bangladeshi medical undergraduates in 'memory tests' and judging by the statistical analyses of performances of the undergraduates, they concluded that 'Rhyme' was significantly more effective in memorizing anatomical information than 'Storytelling' and control group.…”

Section: Discussionmentioning

confidence: 60%

Using Mnemonics in Teaching-Learning: A Profile of Experiences of the Bangladeshi Anatomy Teachers

Akhter¹,

Chowdhury²,

Bari³

et al. 2022

KYAMC j.

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Background: Teaching-learning of Anatomy is become challenging due to change in undergraduate medical curricula and reduction of time allotted for studying Anatomy. Moreover, students are never tried of using memory enhancing techniques like mnemonics that results better retention of recalled anatomical knowledge. But teachers’ experiences regarding different aspects of mnemonics are still sketchy. Objective: To analyze the experiences of the Bangladeshi Anatomy teachers’ in using mnemonics on teaching-learning of Anatomy. Material and Methods: A questionnaire-based survey was conducted to analyze the experiences of 63 Bangladeshi Anatomy teachers regarding different aspects of anatomical mnemonics and their suitability in teaching-learning of Anatomy. Results: Most of the surveyed teachers had experience of using anatomical mnemonics as a student (88%). Most (82%) of them used mnemonics in Regional Anatomy and also got the highest number of choices (90%) as the subdivision of Anatomy where mnemonics are likely to be effective. Most of them relate themselves with memory enhancing techniques in Anatomy. Conclusion: Most of the teachers’ used mnemonics as a student, mostly in Regional Anatomy where the use of mnemonics was likely to be more effective than any other subdivisions of Anatomy. KYAMC Journal. 2022;12(04): 226-230

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Section: Discussionmentioning

confidence: 60%

Using Mnemonics in Teaching-Learning: A Profile of Experiences of the Bangladeshi Anatomy Teachers

Akhter¹,

Chowdhury²,

Bari³

et al. 2022

KYAMC j.

View full text Add to dashboard Cite

show abstract

“…15 Although the benefits of mnemonics use have been documented in many research articles, it must be considered that mnemonics do not address all levels of Bloom's taxonomy and cannot cover all courses' objectives. [5][6][7] Therefore, these memory tools should not be considered as the only study aid needed for learning anatomy. However, we believe that mnemonics could allow students to establish a baseknowledge that could be developed and built upon.…”

Section: Discussionmentioning

confidence: 99%

“…Mnemonics are a great teaching strategy which has shown to increase memorisation of human anatomy. 6 In nursing education, a previous study has shown the effectiveness of mnemonics in facilitating the memorisation of an "Introduction to Nursing" course. 7 Koksal et al used mnemonics to help students remember basic knowledge about the healthcare system.…”

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confidence: 99%

The Carpal and Tarsal Bones of the Human Body: Arabic mnemonics

Joseph

Natarajan

2020

Sultan Qaboos Univ Med J

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Memorising human anatomy structures remains a challenge for nursing students. Educators endeavour to make human anatomy interesting and easy to memorise. Various instructional approaches can be used to help students enhance their memory. Mnemonics, for example, are well-established educational strategies that have proven useful in the encoding, retention and retrieval of anatomical terms. The carpal and tarsal bones are some of the anatomical structures that prove challenging to nursing students’ study of anatomy. Although available online to students, most of the accessible mnemonics are in English and non-native English-speaking students (students who are native Arabic-speakers) might find them difficult to understand. Therefore, we have created two simple Arabic mnemonics that can simplify the memorisation of the carpal and tarsal bones. We believe that Arabic mnemonics effectively enhance memorisation by linking the new learning material to familiar information.Keywords: Learning; Memory; Anatomy; Nursing; Carpal bones; Tarsal Bones; Oman.

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“…Although MS diagnosis in this essential structure seems crucial to predict long term disabilities, so far few studies have explored the spatial distribution of MS lesions within the brainstem [4]. Usual conventional MRI sequences fail to discriminate thoroughly the nuclei and tracts composing the brainstem because of their small volume [5][6][7][8][9]. Therefore, radiologists are compelled to infere the location of these small structures using anatomical atlases derived from animal histological studies [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

The brainstem in multiple sclerosis: MR identification of tracts and nuclei damage

et al. 2021

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Objective To evaluate the 3D Fast Gray Acquisition T1 Inversion Recovery (FGATIR) sequence for MRI identification of brainstem tracts and nuclei damage in multiple sclerosis (MS) patients. Methods From april to december 2020, 10 healthy volunteers and 50 patients with remitted-relapsing MS (58% female, mean age 36) underwent MR imaging in the Neuro-imaging department of the C.H.N.O. des Quinze-Vingts, Paris, France. MRI was achieved on a 3 T system (MAGNETOM Skyra) using a 64-channel coil. 3D FGATIR sequence was first performed on healthy volunteers to classify macroscopically identifiable brainstem structures. Then, FGATIR was assessed in MS patients to locate brainstem lesions detected with Proton Density/T2w (PD/T2w) sequence. Results In healthy volunteers, FGATIR allowed a precise visualization of tracts and nuclei according to their myelin density. Including FGATIR in MR follow-up of MS patients helped to identify structures frequently involved in the inflammatory process. Most damaged tracts were the superior cerebellar peduncle and the transverse fibers of the pons. Most frequently affected nuclei were the vestibular nuclei, the trigeminal tract, the facial nerve and the solitary tract. Conclusion Combination of FGATIR and PD/T2w sequences opened prospects to define MS elective injury in brainstem tracts and nuclei, with particular lesion features suggesting variations of the inflammatory process within brainstem structures. In a further study, hypersignal quantification and microstructure information should be evaluated using relaxometry and diffusion tractography. Technical improvements would bring novel parameters to train an artificial neural network for accurate automated labeling of MS lesions within the brainstem.

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Learning Brainstem Anatomy: A Mnemonic Device

Cited by 7 publications

References 7 publications

Using Mnemonics in Teaching-Learning: A Profile of Experiences of the Bangladeshi Anatomy Teachers

Using Mnemonics in Teaching-Learning: A Profile of Experiences of the Bangladeshi Anatomy Teachers

The Carpal and Tarsal Bones of the Human Body: Arabic mnemonics

The brainstem in multiple sclerosis: MR identification of tracts and nuclei damage

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