Evaluating a bedside tool for neuroanatomical localization with extended-matching questions

Area of Science:

• Medical Education
• Neuroscience
• Anatomy

Background:

• Neuroanatomical localization (NL) is a critical neurological skill that poses challenges for learners.
• Traditional methods for teaching and learning NL may not be optimally effective.
• Developing concise and user-friendly tools is essential for improving medical education.

Purpose of the Study:

• To evaluate a concise neuroanatomical localization tool (NLT) designed to aid in teaching and learning NL.
• To validate an extended-matching questions (EMQ) test for assessing neuroanatomical localization skills.
• To assess the usability and effectiveness of the NLT in a medical student population.

Main Methods:

• Validated an extended-matching questions (EMQ) test with medical students and residents to assess neuroanatomical localization.
• Evaluated the usability of the NLT with third- and fourth-year medical students.
• Conducted an experimental study where second-year students were randomized to use either the NLT or textbook algorithms (control) to perform NL, with EMQ scores as the outcome measure.

Main Results:

• The EMQ test demonstrated good reliability (Cronbach's α = 0.85) and generalizability (G = 0.85), with residents scoring higher than students.
• Third- and fourth-year students found the NLT user-friendly and beneficial for learning NL.
• The NLT group achieved significantly higher EMQ scores (42.5%) compared to the control group (37.0%), with a medium effect size (Cohen's d = 0.36).

Conclusions:

• The validated EMQ is a reliable, generalizable, feasible, practical, and low-cost assessment for neuroanatomical localization.
• The concise and user-friendly NLT is effective in improving medical students' neuroanatomical localization performance.
• The NLT represents a valuable educational tool for enhancing neuroanatomical localization skills in medical training.