eNEUROANAT-CF: a Conceptual Instructional Design Framework for Neuroanatomy e-Learning Tools

Area of Science:

• Neuroscience Education
• Medical Education Technology

Background:

• Rising incidence of neurological diseases correlates with increased neurophobia among practitioners and students.
• Neurophobia is linked to neuroanatomy-phobia, the fear and difficulty in learning neuroanatomy.
• Traditional neuroanatomy pedagogies require re-evaluation to address these learning challenges.

Purpose of the Study:

• To describe a conceptual framework for online neuroanatomy learning (eNEUROANAT-CF).
• To provide a theoretical grounding for developing effective e-learning resources in neuroanatomy.
• To offer a set of instructional design principles for enhanced neuroanatomy education.

Main Methods:

• The eNEUROANAT-CF is grounded in adult learning theory, cognitive load theory, and Mayer's multimedia learning theory.
• Validation involved user feedback on perceived effective instructional design features for neuroanatomy learning.
• The framework informed the pedagogical design of an e-tool for learning spinal pathways.

Main Results:

• The framework's theoretical underpinnings are categorized into seven principles: avoiding cognitive overload, accommodating learning styles, contextualization, motivation, social learning, feedback/reflection, and active learning.
• User feedback validated the framework's perceived effectiveness for neuroanatomy learning.
• The framework successfully guided the instructional design of a specific e-learning tool.

Conclusions:

• The eNEUROANAT-CF provides a robust theoretical basis for novel, interactive e-learning resources in neuroanatomy.
• Implementing resources based on this framework is expected to improve users' learning and comprehension of neuroanatomy.
• This approach shows potential in mitigating the challenges of neuroanatomy-phobia and reducing overall neurophobia.