Exploring Project-based Learning for Enhancing Neuroanatomy Understanding in 1^st-year MBBS Students

Area of Science:

• Medical Education
• Neuroscience Education

Background:

• Neuroanatomy is a challenging subject for first-year MBBS students.
• Project-based Learning (PjBL) offers an engaging pedagogical approach using clinical scenarios and real-world assignments.
• PjBL aims to enhance collaborative learning and understanding of complex topics.

Purpose of the Study:

• To implement and innovate Project-based Learning (PjBL) sessions for neuroanatomy instruction.
• To evaluate student perceptions and learning outcomes following PjBL implementation.
• To assess the effectiveness of PjBL in improving neuroanatomy comprehension.

Main Methods:

• Phase I MBBS students were divided into groups for project-based learning activities.
• Students prepared seminars with self-made models on assigned neuroanatomy topics.
• Learner satisfaction surveys and faculty feedback were collected using a Likert Scale.

Main Results:

• Students reported improved understanding of neuroanatomy through the project-based approach.
• PjBL enhanced classroom engagement, collaborative learning, and critical thinking skills.
• Students found the method beneficial for developing concepts related to neurological disorders.

Conclusions:

• Students expressed high satisfaction with Project-based Learning for neuroanatomy.
• PjBL facilitated a deeper understanding of neuroanatomy and neurological disorders.
• Faculty were satisfied with student performance and plan to continue using PjBL.