Fatima E Al-Kubaisi, Soha R Dargham, Mange F Manyama
{"title":"Enhancing Neuroanatomy Education for Medical Students Through the Development of Online Modules.","authors":"Fatima E Al-Kubaisi, Soha R Dargham, Mange F Manyama","doi":"10.2147/AMEP.S541772","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Neuroanatomy is a cornerstone of medical education, yet its complexity often leads to student apprehension, termed \"neurophobia.\" This quantitative study evaluated the effectiveness of online Functional Neuroanatomy modules in enhancing second-year medical students' understanding of neuroanatomy at Weill Cornell Medicine-Qatar during the 2024-25 academic year.</p><p><strong>Participants and methods: </strong>Four functional neuroanatomy modules were developed: Brainstem Anatomy, Sensory Pathway, Motor Pathway, and Cranial Nerves. Each module featured a 15 to 20-minute animated video and accompanying pre- and post-module quizzes. Each module included 5-10 multiple-choice questions and labeling exercises targeting structure, function, and clinical correlation relationships through distinct clinical scenarios. Thirty-six students participated in this study by completing one or more modules. A survey was administered at the end of the final module to assess student perceptions of the modules' effectiveness, utility, and overall satisfaction. Quantitative data were analyzed using paired samples t-tests to compare pre- and post-quiz performance and independent t-tests to compare weekly quiz scores between participants and non-participants.</p><p><strong>Results: </strong>Statistical analysis showed significant improvement in post-module quiz scores across all modules (p < 0.001), indicating short-term learning gains. No significant difference was observed in official weekly neuroanatomy quiz scores between participants and non-participants (p > 0.05), possibly attributable to students' already strong baseline performance and access to multiple learning resources. Survey responses reflected high satisfaction, with students praising the modules' clarity, interactivity, and flexibility.</p><p><strong>Conclusion: </strong>These findings support the effectiveness of neuroanatomy modules as a supplementary digital tool that enhances comprehension and addresses neurophobia. However, limitations, including small sample size, lack of long-term retention assessment, and reliance on quiz-based evaluation, warrant caution and suggest the need for more rigorous future studies.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1601-1608"},"PeriodicalIF":1.7000,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12411671/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S541772","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Neuroanatomy is a cornerstone of medical education, yet its complexity often leads to student apprehension, termed "neurophobia." This quantitative study evaluated the effectiveness of online Functional Neuroanatomy modules in enhancing second-year medical students' understanding of neuroanatomy at Weill Cornell Medicine-Qatar during the 2024-25 academic year.
Participants and methods: Four functional neuroanatomy modules were developed: Brainstem Anatomy, Sensory Pathway, Motor Pathway, and Cranial Nerves. Each module featured a 15 to 20-minute animated video and accompanying pre- and post-module quizzes. Each module included 5-10 multiple-choice questions and labeling exercises targeting structure, function, and clinical correlation relationships through distinct clinical scenarios. Thirty-six students participated in this study by completing one or more modules. A survey was administered at the end of the final module to assess student perceptions of the modules' effectiveness, utility, and overall satisfaction. Quantitative data were analyzed using paired samples t-tests to compare pre- and post-quiz performance and independent t-tests to compare weekly quiz scores between participants and non-participants.
Results: Statistical analysis showed significant improvement in post-module quiz scores across all modules (p < 0.001), indicating short-term learning gains. No significant difference was observed in official weekly neuroanatomy quiz scores between participants and non-participants (p > 0.05), possibly attributable to students' already strong baseline performance and access to multiple learning resources. Survey responses reflected high satisfaction, with students praising the modules' clarity, interactivity, and flexibility.
Conclusion: These findings support the effectiveness of neuroanatomy modules as a supplementary digital tool that enhances comprehension and addresses neurophobia. However, limitations, including small sample size, lack of long-term retention assessment, and reliance on quiz-based evaluation, warrant caution and suggest the need for more rigorous future studies.