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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Meme-Based Learning in Neuroanatomy: A Comparative Study on Effectiveness, Gender, and Student Performance Levels.

Mamdouh Eldesoqui1,2, Abdulaziz Al-Batati1, Omnia S Erfan2

  • 1Department of Basic Medical Sciences, College of Medicine, AlMaarefa University, Riyadh, Saudi Arabia.

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PubMed
Summary
This summary is machine-generated.

A meme-based approach significantly improved neuroanatomy learning for medical students, especially lower achievers and males. This innovative teaching method enhanced comprehension and retention compared to traditional instruction.

Keywords:
Generation Zanatomygamificationmemesneuroscience

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Area of Science:

  • Medical Education
  • Neuroscience Education
  • Instructional Design

Background:

  • Generation Z students present unique educational needs and challenges.
  • Gamification, an instructional design approach, integrates game elements into education.
  • Traditional neuroanatomy teaching methods may not fully engage contemporary students.

Purpose of the Study:

  • To investigate the impact of a meme-based teaching approach on neuroanatomy learning.
  • To compare the effectiveness of meme-based learning with traditional methods.
  • To explore the influence of gender and academic level on learning outcomes.

Main Methods:

  • Third-year medical students created memes for neuroanatomy comprehension and retention.
  • Exam questions were categorized as meme-related or non-meme-related for analysis.
  • Performance was compared between meme-based and traditional methods, and across gender and academic levels.

Main Results:

  • Both male and female students showed significant performance improvement on meme-based material.
  • Lower-achieving students, both male and female, demonstrated considerable gains.
  • High-achieving males showed significant improvement, while high-achieving females did not reach statistical significance.

Conclusions:

  • A meme-based approach significantly improved neuroanatomy grades compared to traditional methods.
  • The positive impact of meme-based learning was more pronounced in lower-achieving students and males.
  • Further multicenter studies are needed to verify the preliminary findings on gender-based effects.