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

Abstract

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.

A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning

“…We excluded 20 articles that were without focus on the implementation of CBL in anatomy education, six reviews, two conference papers, and 46 irrelevant articles. Thus, nine articles were included [10][11][12][13][14][15][16][17][18] (Table 2). There were five comparative [10][11][12][13][14] and four non-comparative studies [15][16][17][18].…”

“…Thus, nine articles were included [10][11][12][13][14][15][16][17][18] (Table 2). There were five comparative [10][11][12][13][14] and four non-comparative studies [15][16][17][18]. There were three studies [10,13,14]that evaluated the participants' anatomy examinations performance after the implementation of CBL; thus, they had a level 2b in the Kirkpatrick hierarchy.…”

“…There were three studies [10,13,14]that evaluated the participants' anatomy examinations performance after the implementation of CBL; thus, they had a level 2b in the Kirkpatrick hierarchy. Six studies [11,12,[15][16][17][18] evaluated only the participants' perceptions about CBL; thus, they had a level 1 in the Kirkpatrick hierarchy.…”

“…Gheysens et al [ 12 ] created an interactive, case-based module to teach spinal cord anatomy. The first version of the module included a review of spinal cord anatomy followed by clinical cases with questions.…”

“…It is evident that the participants evaluated their experience with didactic anatomy education prior to receiving CBL. Of note, Gheysens et al [ 12 ] compared students’ perceptions about the educational value of two different modules of CBL with or without drawing activity and found an insignificant difference. Holland and Pawlikowska [ 11 ] also compared two modules of CBL, online and anatomy room discussion, and also found an insignificant difference in terms of perceived effectiveness.…”