Interactive Large Group Lecture Demonstrations: Dramatization of Medical Neurobiology Concepts to Improve Student Perception of Understanding Fluid Mechanisms of the Central Nervous System.

Abstract

With the advent of recorded lectures, face-to-face teaching in medical school large classroom settings is increasingly under pressure to incorporate engaging activities that encourage attendance and can translate to greater attainment and long-term retention for learners, especially of "Generation Z" learning styles. This places a greater onus on lecturers to convey key concepts in a manner that holds value beyond their recorded substitute. The present article details several on-stage Medical Gross Anatomy and Neurobiology demonstrations that involve the teaching of an intuitive understanding of brain fluidic mechanics, such as hematoma formation and the protective functions of an intact cerebral spinal fluid system (addressing concussion and lumbar punctures). These demonstrations can be presented relatively quickly on stage and are suitable for engaging large classroom sizes (n > 100), which can be used in conjunction with traditional lecture formats. Ideally, these in-class demonstrations, together with the continued contributions of other quantitatively assessed demonstrations from other institutions, will help to maintain a growing body of large class face-to-face teaching approaches and strategies to help influence decisions regarding what basic medical knowledge may best be taught in class live versus by recorded substitute or other non-traditional lecture methods.