Enhancing Neuroanatomy Education for Medical Students Through the Development of Online Modules.
Academic Article
Overview
abstract
PURPOSE: Neuroanatomy is a cornerstone of medical education, yet its complexity often leads to student apprehension, termed "neurophobia." This quantitative study evaluated the effectiveness of online Functional Neuroanatomy modules in enhancing second-year medical students' understanding of neuroanatomy at Weill Cornell Medicine-Qatar during the 2024-25 academic year. PARTICIPANTS AND METHODS: Four functional neuroanatomy modules were developed: Brainstem Anatomy, Sensory Pathway, Motor Pathway, and Cranial Nerves. Each module featured a 15 to 20-minute animated video and accompanying pre- and post-module quizzes. Each module included 5-10 multiple-choice questions and labeling exercises targeting structure, function, and clinical correlation relationships through distinct clinical scenarios. Thirty-six students participated in this study by completing one or more modules. A survey was administered at the end of the final module to assess student perceptions of the modules' effectiveness, utility, and overall satisfaction. Quantitative data were analyzed using paired samples t-tests to compare pre- and post-quiz performance and independent t-tests to compare weekly quiz scores between participants and non-participants. RESULTS: Statistical analysis showed significant improvement in post-module quiz scores across all modules (p < 0.001), indicating short-term learning gains. No significant difference was observed in official weekly neuroanatomy quiz scores between participants and non-participants (p > 0.05), possibly attributable to students' already strong baseline performance and access to multiple learning resources. Survey responses reflected high satisfaction, with students praising the modules' clarity, interactivity, and flexibility. CONCLUSION: These findings support the effectiveness of neuroanatomy modules as a supplementary digital tool that enhances comprehension and addresses neurophobia. However, limitations, including small sample size, lack of long-term retention assessment, and reliance on quiz-based evaluation, warrant caution and suggest the need for more rigorous future studies.
