Abstract:

Medical students and doctors find it challenging to learn neuroanatomy (neuroanatomymphobia; Javaid et al.,2018). Investigating measures to reduce neuroanatomymphobia can equip health-practitioners with knowledge and skills required for enhanced neurology patient-care (Javaid et al.,2021). Considering the clinical significance of learning neuroanatomy, a questionnaire study—with a mixed quantitative and qualitative research design (Likert-scale and open-ended questions)—was conducted to investigate undergraduate medical students’ opinions regarding a blended neuroanatomy curriculum. Research was undertaken in context of an interactive, blended neuroanatomy delivery program, developed during COVID19 pandemic, as part of the wider neurology teaching for 3rd year MBCBH students. A combination of face-to-face and online learning sessions were employed. Non-parametric (Friedman’s and Wilcoxon’s signed ranks) testing and thematic analyses were employed to interpret the data.

Results showed that students felt motivated to learn neuroanatomy. They ranked comprehension of intricate neuroanatomical concepts, visualization of brain in 3D and extensiveness of the syllabus content, as equally challenging barriers to learning. Students preferred to spend more time in the lab to learn neuroanatomy. They rated studying with prosections and brain models more useful Vs. case-discussions, pre-recorded videos, single best answer (SBA) quizzes, online Q/A sessions, whereas emails and discussion boards were perceived as the least useful pedagogical tools. With regards to assessment, students exhibited slightly higher satisfaction with anatomy spot tests organized in the dissection-room (3.62±0.14) compared to remote assessment-for-learning strategies, namely online quizzes (3.44±0.15) and clinical case- discussions (3.41±0.14). Moreover, they requested for further academic support in the form of SBA quizzes, summative exams-related guidance, prosection-based videos and on-campus interactive anatomy lab-sessions. With regards to their confidence about their knowledge of neuroanatomy clinical correlates, the confidence-scores dropped significantly concerning their ability to localize neurological lesions during exams (P<0.01) and when examining patients on hospital floors (P<0.001).

A thematic analysis of students’ opinions with regards to mitigating challenges associated with learning neuroanatomy suggested useful strategies around several major domains, namely 1-ways to manage the volume load of neuroanatomy syllabus, 2-measures to increase the time dedicated to teaching neuroanatomy, and 3-making learning and teaching more interactive by enhancing face-to-face curriculum delivery, practicing additional SBA questions and clinically contextualizing the learning process. Student feedback with regards to their learning experience has informed the neuroanatomy pedagogical construct. A blended and clinically contextualized, assessment-lead interactive curriculum design, will likely form the basis of undergraduate neuroanatomy teaching design in future. Despite the technological enhancement, an effective employment of dissection / prosection-based resources and on-campus face-to-face learning cannot be undermined. Feedback from undergraduate medical students in the current study will guide the supportive role of technological pedagogies in supporting conventional dissection-based learning. This will limit the ongoing neuroanatomymphobia from feeding into neurophobia.

Keywords:

Neuroanatomy, neurophobia, neuroanatomyphobia, medical education, anatomy, neurology, technology enhanced learning, e-learning.