Exploring Project-based Learning for Enhancing Neuroanatomy Understanding in 1st-year MBBS Students.

Background: Neuroanatomy has always been considered a difficult topic for 1^st-year MBBS students. Project-based Learning (PjBL) is a comprehensive approach to classroom teaching and learning that is designed to engage students in solving clinical scenario-based questions. This innovative learning method employs real-world work assignments on time-limited projects to achieve mandated performance, facilitating a collaborative and collective learning experience. This engaging pedagogy is designed to enhance the understanding of neuroanatomy.

Aim and objectives: To implement and innovate PjBL sessions in neuroanatomy, and to analyze student's perceptions following each session.

Materials and methods: The phase I MBBS students and faculty involved in the teaching were sensitized regarding the projects. A baseline lecture on the topic was taken by the faculty in charge. Students were divided into four groups of 25 each and were assigned a topic and instructed to present a seminar on the given topic with the help of self-made models. Learner satisfaction survey was taken on the Likert Scale from the students regarding understanding of the given topic and faculty feedback for the same was also taken.

Results: Students testified that the project was helpful in improving their understanding of neuroanatomy and enhancing classroom engagement, collaborative learning in preparation of projects, and boosting their critical and collateral thinking.

Conclusion: Students were satisfied with the application of PjBL sessions in better understanding of neuroanatomy. It also helped them in developing concepts for various neurological disorders. The faculty involved was satisfied with the performance of students and looking forward to incorporating this teaching-learning method in the future.