Fatima E Al-Kubaisi, Soha R Dargham, Mange F Manyama
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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":"{\"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}","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
摘要
目的:神经解剖学是医学教育的基石,但其复杂性往往导致学生的忧虑,称为“神经恐惧症”。本定量研究评估了Weill Cornell medical - qatar在2024-25学年期间在线功能神经解剖学模块在提高二年级医学生对神经解剖学理解方面的有效性。参与者和方法:开发了四个功能神经解剖学模块:脑干解剖、感觉通路、运动通路和颅神经。每个模块都有一个15到20分钟的动画视频,以及模块前和模块后的测验。每个模块包括5-10个选择题和标记练习,针对不同临床场景的结构、功能和临床相关关系。36名学生通过完成一个或多个模块参与了这项研究。在最后一个模块结束时进行了一项调查,以评估学生对模块的有效性,效用和总体满意度的看法。定量数据分析采用配对样本t检验比较测验前后的表现和独立t检验比较参与者和非参与者之间的每周测验成绩。结果:统计分析显示,所有模块的后模块测验成绩均有显著提高(p < 0.001),表明短期学习收益。参与者和非参与者在官方每周神经解剖学测验分数上没有观察到显著差异(p > 0.05),可能归因于学生已经很强的基线表现和获得多种学习资源。调查结果反映出很高的满意度,学生们称赞这些模块的清晰性、互动性和灵活性。结论:这些发现支持神经解剖学模块作为一种辅助数字工具的有效性,可以增强理解和解决神经恐惧症。然而,局限性,包括小样本量,缺乏长期保留评估,以及依赖基于测验的评估,值得谨慎,并建议需要更严格的未来研究。
Enhancing Neuroanatomy Education for Medical Students Through the Development of Online Modules.
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.