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Using equivalence-based instruction to increase efficiency in teaching neuroanatomy.

Carolyn L Pytte1, Daniel M Fienup

  • 1Queens College and the Graduate Center of the City University of New York, Flushing, NY.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience
|March 19, 2013
PubMed
Summary

Instructors can improve teaching efficiency by strategically pairing concepts, like brain structure and function, to enhance student learning. This method encourages spontaneous understanding of novel associations in neuroanatomy.

Keywords:
equivalence classesinstructionlectureneuroanatomy

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Area of Science:

  • Neuroscience
  • Educational Psychology

Background:

  • Effective teaching requires balancing learning-enhancing redundancy with irrelevant information.
  • Efficient time allocation in instruction allows for deeper coverage of material.

Purpose of the Study:

  • To apply principles of concept formation to optimize teaching efficiency in introductory neuroanatomy.
  • To investigate if instructor-selected associations can foster spontaneous learning of novel concepts.

Main Methods:

  • Utilized laboratory research on concept formation principles.
  • Applied these principles within a Behavioral Neuroscience lecture course.
  • Paired multiple stimuli (e.g., brain name, location, function) to teach neuroanatomy.

Main Results:

  • Demonstrated that careful selection of paired stimuli encourages spontaneous emergence of novel associations.
  • Showcased increased teaching efficiency through this method.
  • Indicated potential for greater depth of material coverage.

Conclusions:

  • Strategic pairing of stimuli enhances the efficiency of teaching neuroanatomy.
  • This approach promotes the spontaneous formation of conceptual understanding in students.
  • Optimizing teaching methods can lead to more in-depth learning experiences.