Reasoning over recall: a six-step tutorial for muscle actions and innervations in functional anatomy.

Abstract

Learning functional anatomy requires integration of structural detail and physiological principles to explain how muscles generate movement. Students often struggle with heavy reliance on memorization, particularly when learning muscle actions and innervations, which can overload working memory and limit opportunities for reasoning through novel problems. This tutorial was designed to scaffold schema building in ways that reduce cognitive burden and strengthen reasoning. The design minimized unnecessary demands, encouraged students to actively organize and connect new knowledge with prior understanding, and guided learners through progressively deeper levels of engagement, from foundational exposure to active manipulation of resources, to constructive schema generation, and ultimately to interactive dialogue where knowledge could be co-constructed. To describe and evaluate a six-step tutorial in functional anatomy designed to reduce reliance on recall and promote schema-based reasoning. We implemented a 45- to 50-minute tutorial for first-year medical students. Each step began with a brief orientation, followed by paper-based manipulation of muscles, compartments, and nerves, generation of layered schemas and reasoning statements linking form to function, and group discussion with facilitator-led debriefs. The tutorial was delivered to 84 students and evaluated through an anonymous survey (n = 76). Students strongly agreed that the framework simplified complex content, improved confidence, and enhanced engagement. Open-ended responses emphasized the value of reasoning rules and peer collaboration. This innovation demonstrates a practical way to move students from memorization toward reasoning in muscle actions and innervations, providing a structured approach perceived as clear, efficient, and confidence building for learning functional anatomy.NEW & NOTEWORTHY Students often struggle with memorizing muscle actions and innervations, which can overload working memory and hinder reasoning. This six-step tutorial, grounded in Cognitive Load Theory, Generative Learning Theory, and the Interactive, Constructive, Active, and Passive (ICAP) framework, provided a structured pathway from recall toward reasoning. Through brief orientations, card-based exercises, schema generation, and collaborative discussion, students reported greater clarity, efficiency, and confidence, with Constructive and Interactive phases highlighted as most valuable for understanding muscle function.