Literaturnachweis - Detailanzeige
| Autor/inn/en | Rae, Guenevere; Cork, R. John; Karpinski, Aryn C.; Swartz, William J. |
|---|---|
| Titel | The Integration of Brain Dissection within the Medical Neuroscience Laboratory Enhances Learning |
| Quelle | In: Anatomical Sciences Education, 9 (2016) 6, S.565-574 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1935-9772 |
| DOI | 10.1002/ase.1611 |
| Schlagwörter | Brain; Laboratory Experiments; Scores; Pretests Posttests; Statistical Analysis; Neurosciences; Medical Students; Medical Education; Teaching Methods; Correlation; Retention (Psychology); Anatomy; Standardized Tests; Science Tests |
| Abstract | The purpose of this study was to design a one-hour brain dissection protocol for a medical neuroscience course and evaluate the short and long-term effects of its implementation on medical students. First-year medical students (n = 166) participated in a brain dissection activity that included dissection of the basal nuclei and associated deep brain structures. Short-term retention was assessed by administering identical pre- and post-activity tests involving identification of brain structures. Following the brain dissection, the students' posttest scores were significantly higher (68.8% ± 17.8%; mean percent score ± SD) than their pretest scores (35.8% ± 20.0%) (P = 0.0001). Long-term retention was evaluated by conducting an identical assessment five months after completion of the course. Students who participated in the dissection activity (n = 80) had significantly higher scores (46.6% ± 23.8%) than the students who did not participate in the dissection activity (n = 85) (38.1% ± 23.9%) (P = 0.05). In addition to the long-term retention assessment, the NBME® Subject Examination scores of students who participated in the dissection activity were significantly higher than the students who did not participate in the dissection activity (P = 0.01). Results suggest that this succinct brain dissection activity may be a practical addition to an undergraduate medical neuroscience course for increasing the effectiveness of neuroanatomy training. This effect may have long-term benefits on knowledge retention and may be correlated with higher performance levels on standardized subject examinations. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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