The use of brainstorming for teaching human anatomy

Area of Science:

• Medical Education
• Anatomy Teaching
• Nursing Education

Background:

• Interactive teaching methods are underutilized in basic science education compared to clinical settings.
• Anatomy is a foundational subject in nursing curricula, often taught traditionally.
• There is a need for innovative pedagogical approaches in basic science instruction.

Purpose of the Study:

• To explore the effectiveness of brainstorming as an interactive teaching technique in basic science (anatomy).
• To assess nursing students' perceptions of using brainstorming in anatomy education.
• To evaluate the potential of this interactive method for future clinical course learning.

Main Methods:

• Implemented three brainstorming sessions for first-year nursing students in an anatomy course.
• Collected student feedback using a structured questionnaire after the sessions.
• Analyzed the qualitative and quantitative responses regarding the interactive technique's utility and engagement.

Main Results:

• The majority of the 75 participating nursing students reported a very positive overall response to the brainstorming sessions.
• Students found the interactive anatomy teaching method to be both interesting and useful.
• The technique was perceived as a valuable strategy for preparing for subsequent clinical courses.

Conclusions:

• Brainstorming is a viable and effective interactive teaching strategy for basic science, specifically anatomy, in nursing education.
• This approach enhances student engagement and perceived learning utility.
• The positive reception suggests its potential to improve foundational science learning and bridge to clinical application.