Interactive Whiteboard Technology Provides a Creative Teaching Modality for a Large Neuroanatomy Laboratory

Abstract

ObjectiveCurrent best teaching practices support the usage of several complementary pedagogical resources. The evolution of modern technology allowed the development of new teaching approaches that complemented the use of cadavers in the future learning model of neuroanatomy laboratory. New teaching methods were introduced to the neuroanatomy lab that included case‐based learning incorporating different neurological lesions and students were asked to work in teams to localize the neurological lesions. The aim of the present study was to assess the impact of using the Interactive Whiteboard Technology as a teaching pedagogy in neuroanatomy laboratory to verify its effectiveness over existing traditional approaches. The overall goal was to augment team‐based learning and student engagement.MethodsA survey study of the students’ and faculties’ evaluations regarding the use of the Interactive Whiteboard Technology were statistically analyzed. These surveys were presented to the students and faculty at the end of the neuroscience course in the medical school. Students and faculty rated their learning and teaching experiences, respectively, using questionnaires. Students’ and faculties’ positive perceptions indicated their preferences to use the Panel Display in the Neuroanatomy labs.ResultsThe mean score of students’ evaluations for using the Interactive Whiteboard Technology revealed high satisfaction using this technology rather than traditional learning modalities in a laboratory setting. In a case‐based learning setting, this contemporary technology enhanced critical thinking and problem‐solving skills and emphasized previously taught concepts in a more interactive and integrated way. Neuroanatomy faculty preferred the Interactive Whiteboard Technology over conventional methods when comparing brain sections with imaging and prosected images in the lab. This technology also provided a convenient and easy method for neuroanatomy faculty to share teaching materials using the quick response (QR) code which directly connects this faculty with students’ personal devices. Summative results revealed overall teaching effectiveness.ConclusionUsing the Interactive Whiteboard Technology in neuroanatomy laboratory sessions can help students achieve their learning outcomes in lab. Using such method may overcome limitations such as the limited time for dissection. It may also allow for improved design and content of neuroanatomy laboratory for more use of small‐group sessions to be run by a smaller number of faculty.Support or Funding InformationSelf‐funded