Neurologic Localizations

Pearson, John C.; Rich, Mark M.; Parmelee, Dean X.

doi:10.15766/mep_2374-8265.7704

Cited by 2 publications

(2 citation statements)

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“…Students are expected to work in groups where they must provide written answers for later review. 6 Hands-on methods have also been developed, in which students are guided to create clay models. This approach has been shown to improve testing performance.…”

Section: Introductionmentioning

confidence: 99%

Teaching Spinal Cord Neuroanatomy through Drawing: An Interactive, Step-Wise Module

2017

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Introduction: This interactive, case-based module was created to provide medical students with selfguided practice to improve their confidence with, and understanding of, neuroanatomy. The module was created to supplement neuroanatomy instruction. It is based on the idea that pictures and drawings are effective tools for teaching clinical neuroanatomy, especially when paired with a step-wise approach to solving clinical cases. Methods: The learning module focuses on the basics of spinal cord anatomy and lesion localization, topics fundamental to neuroanatomy. Students who have had a basic introduction to these topics in their neuroanatomy course will find this module a useful educational supplement. A full version of the module, which includes a self-drawing component for additional reinforcement, can be completed in approximately an hour. A shorter version without the self-drawing component, can be completed in less time. The materials associated with the module include an answer packet to use as a guide through the module cases, and both pre-and postmodule practice questions for self-evaluation. Both modules were tested at our institution by separate groups of second-year medical students in the early portion of their neuroanatomy course. Results: Both module versions showed significant improvement in confidence levels when describing spinal cord anatomy and lesion localization. Furthermore, students were highly satisfied with the material and reported they were likely to reuse it for additional studying. Discussion: The use of this module by medical students during their neuroanatomy course provides a step-wise, case-based approach that simplifies the learning of learning neuroanatomy, and improves their confidence through pictures and drawings.

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Section: Introductionmentioning

confidence: 99%

Teaching Spinal Cord Neuroanatomy through Drawing: An Interactive, Step-Wise Module

2017

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“…There are several educational resources available through MedEdPORTAL that cover different aspects of the ANS. The TBL modules currently available on MedEdPORTAL, such as “Neurologic Localizations” 4 and “Introduction to Autonomic Pharmacology,” 5 cover concepts related to individual topics of the ANS but are not integrated to include different aspects of the basic and clinical sciences, such as anatomy, pathophysiology, and pharmacology. There are a number of multimedia tutorials and modules on the ANS available, 6,7 as well as a simulation of organophosphate poisoning, 8 but these educational activities are not presented in the integrated TBL instructional format preferred at OUWB.…”

Section: Introductionmentioning

confidence: 99%

Autonomic Nervous System Team-Based Learning Module

et al. 2016

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Introduction The team-based learning (TBL) instructional strategy promotes learning and retention, enhances student engagement, allows for a deeper understanding of foundational and applied concepts, and helps students’ develop lifelong learning skills. The autonomic nervous system (ANS) TBL was created for first-year medical students in the Neuroscience 1 course at Oakland University William Beaumont School of Medicine. Methods The module covered the pathophysiology of ANS-related diseases and therapeutic agents that impact ANS function. By the conclusion of the module, students were able to diagnose different disease processes of the ANS, identify potential complications, and formulate appropriate management strategies. Four faculty members used backward design to create the ANS TBL. The preparatory assignment included reviewing content from previous didactic lectures and consolidating key information in provided tables. Key concepts were evaluated with readiness assurance tests. All application exercises adhered to the 4 S's. Results Over the course of 2 years, the class averages for the individual readiness assurance test were 79.8% and 87.6%. The class averages for the team readiness assurance test and application exercises were similar across both years. Course evaluations revealed that students found the TBL relevant and valuable. Discussion Similar TBL modules available on MedEdPORTAL are not integrated to include different aspects of the basic and clinical sciences. This ANS TBL was used to help students integrate several essential concepts, including neuroanatomy, neurophysiology, neuropharmacology, and clinical neurology. Students were very enthusiastic and engaged throughout the ANS TBL as it contained relevant case-based scenarios with questions that were meaningful for clinical practice.

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Neurologic Localizations

Cited by 2 publications

References 0 publications

Teaching Spinal Cord Neuroanatomy through Drawing: An Interactive, Step-Wise Module

Teaching Spinal Cord Neuroanatomy through Drawing: An Interactive, Step-Wise Module

Autonomic Nervous System Team-Based Learning Module

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