Effective self-directed learning and performance perception: Insights from the United Kingdom National Undergraduate neuroanatomy competition

Abstract

Background

Neuroanatomy is a cornerstone of medical education, yet is perceived by many as daunting. Student-led events, such as the National Undergraduate Neuroanatomy Competition (NUNC), newly re-established in Scotland, provides a platform to address this challenge by fostering academic interest and enhancing learning through extracurricular achievement and specialty talks.

Methods

This mixed-methods study analysed data from the 11th NUNC, involving 93 registered medical students. Post-event surveys collated participants’ experiences with institutional neuroanatomy education, preferred learning resources, and self-assessment of their performance in NUNC’s written and practical exams. Quantitative responses were analysed using descriptive and inferential statistics, while qualitative data provided insights into learning preferences and challenges.

Results

Of 58 survey respondents, most reported dissatisfaction with the depth and accessibility of institutional neuroanatomy teaching. Online resources (74.1 %) and textbooks (53.4 %) were most frequently used for self-directed learning, in addition to resources provided by students’ institutions. Participants rated both the single-best-answer and spotter exams as difficult, and demonstrated accurate self-assessment of their performance, with modest but significant correlations between perceived and actual scores in both assessments (p = 0.0002).

These findings highlight a potential dichotomy between reliance on institutional teaching and students’ preferred resources, emphasising the value of supplementary, accessible, and clinically contextualised materials in the learning of future clinicians. Accuracy in self-assessment suggests that NUNC encourages reflective learning and confidence in neuroanatomy knowledge. This has positive implications for the future clinical practice of these participants as it is increasingly common for non-specialist clinicians to be first point-of-contact for neurological presentations.

Conclusion

NUNC provides an impactful platform for addressing gaps in neuroanatomy/clinical neuroscience education, promoting self-directed learning, and inspiring confidence among students interested in careers in neuroanatomy-related fields such as neurosurgery, neurology and other neuroanatomy related fields. Future efforts should focus on integrating a broader range of learning modalities into medical curricula to improve the learning experience and establish reliable foundations for future clinical practice.