Designing and evaluating a neuroanatomy learning experience using multiple external representations

Area of Science:

• Neuroscience Education
• Medical Education Technology

Background:

• Neuroanatomy comprehension is complex, often necessitating multiple external representations (MER).
• Existing research often examines individual MERs, with limited understanding of how students integrate diverse representations, particularly technology-based ones with real-world analogies.
• Bridging the gap between abstract anatomical concepts and concrete experiences is crucial for effective learning.

Purpose of the Study:

• To investigate how college students coordinate multiple external representations (MER) in neuroanatomy education.
• To explore the role of everyday experiences and technology-generated visualizations in fostering conceptual understanding of brain anatomy.
• To identify effective pedagogical strategies for supporting representational linking in neuroanatomy.

Main Methods:

• A pilot intervention involving five physical therapy students in a Neurosciences course.
• Utilized an apple-slicing task as a proxy for sectional anatomy and 3D Slicer software for exploring 2D MRI slices and 3D brain models.
• Employed pre/post-tests, audio-video recordings, and semi-structured interviews, followed by thematic analysis.

Main Results:

• Everyday representations, like the apple-slicing task, served as conceptual scaffolds for terminology and initial understanding.
• Coordination between 2D and 3D representations facilitated a transition from simple identification to deeper conceptual insights.
• Instructional guidance was crucial for students navigating and integrating different representations effectively.

Conclusions:

• Multiple external representations (MER) are valuable pedagogical tools in neuroanatomy education, complementing information and revealing knowledge gaps.
• Integrating everyday analogies with digital tools like 3D Slicer can enhance conceptual understanding of complex anatomical structures.
• Scaffolding representational linking is essential for optimizing the learning benefits of MER in neuroanatomy.