The Career Impact of the National Undergraduate Neuroanatomy Competition

Hall, Samuel; Stephens, Jonathan; Myers, Matthew; Elmansouri, Ahmad; Geoghegan, Kate; Harrison, Charlotte H.; Nagy, É.; Anbu, Deepika; Parton, William; Payne, December R; Seaby, Eleanor G.; Border, Scott

doi:10.1016/j.wneu.2019.09.086

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Competition also serve as a platform to identify talented students and nurture their abilities for future contributions to the field of medicine [13]. Student participation in extracurricular activities such as competitions and research publications can strengthen their portofolio, thereby increasing their chances of being accepted in the application process for postgraduate studies or medical residency program [14]. Considering the numerous benefits derived from the involvement of medical students in extracurricular activities, it is advisable for every medical school to provide adequate facilities for students to maximize their potential through extracurricular activities, including competitions [12].…”

Section: Competition As An Extracurricular Activity In Medical Schoolmentioning

confidence: 99%

Competition-based learning in medical school: A literature review

Mohammad Nizar Maulana,

Agde Muzaky Kurniawan,

Raden Argarini

et al. 2024

World J. Adv. Res. Rev.

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Introduction: The healthcare sector faces increasingly complex challenges, prompting curriculum reforms in medical education to enhance healthcare service. The prevalent curriculum, Integrative System-Based utilizes a Problem-Based Learning (PBL) variation for consistent and structured medical practice. Additionally, an alternative method, Competition-Based Learning, has been identified to boost student motivation, improve final grades, and foster collaboration and self-confidence. The aim of this study is to provide a brief summary about the role of competition-based learning in the learning process of medical students. Materials and Methods: Articles and studies were acquired from PubMed and ScienceDirect. Keywords used were: ‘competition’, ‘medical student’, ‘learning process’, ‘medical education’. Results: Several studies have shown that students’ participation in competitions can transform their perspective toward the competed field in a more positive manner, increase motivation to study specific fields, and serves as a evaluative instrument for refining competencies and addressing weakness. The implementation of competitions in the learning process has been proven to enhance students’ final grades. Conclusion: The implementation of Competition-Based Learning can be considered as a complement to the existing medical education curriculum.

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Section: Competition As An Extracurricular Activity In Medical Schoolmentioning

confidence: 99%

Competition-based learning in medical school: A literature review

Mohammad Nizar Maulana,

Agde Muzaky Kurniawan,

Raden Argarini

et al. 2024

World J. Adv. Res. Rev.

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“…Extracurricular assessments are rare in anatomy and there are seldom opportunities for students to be earn academic awards in niche subject areas (Hall et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Multiple‐Choice versus Open‐Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types

Merzougui

Myers

Hall

et al. 2021

Anatomical Sciences Ed

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Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open‐ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students’ performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013–2016) and SBA (2017–2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students’ perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)—this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education.

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