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A constructivist approach to teach neuroanatomy lab: Students' perceptions of an active learning environment
Sherif S Hassan1,2, Fauzia Nausheen1, Frank Scali1
1Department of Medical Education, School of Medicine, California University of Science and Medicine, Colton, CA 92324, USA.
Background:
A recent trend in medical education is developing a more dynamic and integrated curriculum. Team-based learning (TBL) increases students' engagement and the active construction of anatomical knowledge. This initial study aimed to empirically observe medical students' perceptions of their achievement of learning outcomes and the construction of their neuroanatomy knowledge, critical thinking, and problem-solving using an interactive whiteboard (IWB) as a teaching strategy.
Methods:
An independent neuroanatomy lab survey collected students' perceptions and comments about their learning experiences using the IWB on a questionnaire using a 5-point Likert scale.
Results:
Student participants felt that using the IWB has facilitated their learning experience. 94.2% of student participants endorsed feelings that new technology has helped them achieve their learning outcomes, helped them integrate both their basic science and clinical science/skills knowledge (90.4%), enhanced their problem-solving skills (92.3%), facilitated their interaction with the neuroanatomy faculty (96.2%) and increase their critical thinking (88.4%).
Conclusion:
Collecting such empirical data about students' perceptions and their learning environment should help neurosciences faculty in medical schools better outline their activities to faculty at other medical institutions. Applying these methods may enhance the learning process, save time during neuroanatomy lab, and it could also help overcome the shortage of qualified neuroanatomy educators.
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