Peripheral Brain Access in Small Group Discussion in Anatomy.

Area of Science:

• Medical Education
• Human Anatomy
• Digital Learning

Background:

• The COVID-19 pandemic necessitated a shift to online and hybrid learning models in medical education.
• This transition significantly altered traditional human anatomy teaching methodologies.
• Students increasingly rely on diverse resources, including digital tools, for accessing course knowledge.

Purpose of the Study:

• To describe how medical students access information during hybrid small group discussions.
• To understand the "peripheral brain" concept in the context of modern medical learning.
• To identify preferred information-seeking strategies and resource reliability among students.

Main Methods:

• A modified hybrid laboratory setup was used with 200 students divided into groups.
• Students used various resources to identify anatomical structures, landmarks, and functions.
• A survey assessed search strategies, references used, and information verifiability post-activity.

Main Results:

• Personally prepared notes and e-books were the most frequently accessed references.
• Students prioritize quick information retrieval (under 5 minutes) and recommended references.
• Google was perceived as fastest, books as most reliable, and PubMed as most up-to-date for information access.

Conclusions:

• Findings offer insights into the learning strategies of pandemic-era medical students accustomed to online instruction.
• The concept of the "peripheral brain" can be formally integrated into anatomy curricula.
• Modern technologies and structured approaches can enhance knowledge acquisition in anatomy through small group discussions.