Using manipulatives to enhance problem solving in the neuroanatomy classroom

Abstract

In an undergraduate neuroanatomy course students learn the structure and organization of the nervous system but have difficulty applying this information to problems or case studies. Educational research has shown that forming a mental or conceptual model of information is an important step in higher order thinking such as problem solving. The aim of this project was to help students develop their own conceptual models by using a manipulative composed of a magnet board and a kit of magnets representing CNS structures and terms. In this protocol, students attended lectures which introduced the topic (motor control) and then proceeded to the laboratory where they took a quiz over the material. At this time they were divided into 2 groups, 1) control and 2) manipulative, and asked to solve topic-related problems/case studies either with or without the manipulative. When they completed the problem set they took a second quiz. While many students performed better on the second quiz, a greater number of students who used the manipulative improved on the second quiz (88% vs. 66%). Additionally students who used manipulatives demonstrated greater improvement on the second quiz (p<.06). The mean improvement in the manipulative group was 40% while the mean improvement among those who did not use manipulatives was 19% (p<.06). These results suggest that using manipulatives in the neuroanatomy classroom can improve learning and enhance problem solving skills. This project was supported by an American Physiological Society Teaching Career Enhancement Award.