Interactive, Image‐Based Study Modules are Effective Tools for Learning Human Anatomy

Abstract

Introduction Gross Anatomy and Neuroanatomy are challenging, time-consuming topics for medical students to master. Undergraduate training in these disciplines is usually laboratory-based, using cadaveric dissection, preserved brain specimens and histological slides. Unfortunately, due to curricular time constraints, hours available for laboratory instruction have been greatly reduced at many medical schools. This has created a need for innovative approaches to enhance learning efficiency in foundational topics such as anatomy. Aim The purpose here was to develop and evaluate a set of interactive learning tools to supplement laboratory-based anatomy learning in a preclerkship Neuroscience module. Approach/Methods Twenty image-based modules were developed using PowerPointTM, covering topics in Neuroanatomy, Head and Neck Anatomy, Radiology and Histology. The cost of the project was minimized by using open-source and in-house images. PowerPointTM animation was used to make navigation flexible, thereby individualizing the learning experience to fit each user's pace and style. To foster higher-order thinking skills, the modules include formative questions on function, integration and clinical application of the content. Outcomes were assessed using anonymous surveys of student usage and satisfaction, and by comparing class exam averages before and after introduction of the tools. Results The e-modules are now used in an 8-week long Neuroscience Module. Sixteen modules serve as supplemental materials for scheduled laboratory sessions, while four are used to deliver content that is not otherwise covered in the classroom. Self-reported student usage was 100%. When asked to rate the helpfulness of the modules using a five-point Likert scale, 96% of respondents provided the highest rating of “extremely helpful”. Following introduction of the modules, the class mean on the midterm practical exam increased from 79.8 to 84.1 (p<0.02) and the class mean on the final practical exam increased from 85.9 to 90.8 (p<0.02). Discussion The introduction of interactive learning modules to supplement or replace lab instruction in gross anatomy and neuroanatomy was associated with a high level of student satisfaction and improved learning outcomes. While commercial e-learning packages could also be used for this purpose, the licenses are expensive, and we find that the content of these tools rarely aligns with that of our integrated, systems-based blocks. Benefits of using PowerPointTM include widespread software availability, ease of programming, high product usability, and low cost. The files are also easy to update in response to user suggestions and curricular content changes. The modules described here are a useful innovation because they fill a need for low-cost, customizable, e-learning tools that increase time efficiency of anatomy learning. These tools could easily be generalized for other disciplines in the medical curriculum, or tailored for use at other medical schools. The opinions expressed here are those of the author and do not necessarily reflect the official position of the Uniformed Services University or the Department of Defense. The author has no conflicts of interest to declare.