The student experience of applied equivalence-based instruction for neuroanatomy teaching
Purpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI) learning reso...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Korea Health Personnel Licensing Examination Institute
2016-09-01
|
| Series: | Journal of Educational Evaluation for Health Professions |
| Subjects: | |
| Online Access: | http://jeehp.org/upload/jeehp-13-32.pdf |
| _version_ | 1797725397229502464 |
|---|---|
| author | W. James Greville Simon Dymond Philip M. Newton |
| author_facet | W. James Greville Simon Dymond Philip M. Newton |
| author_sort | W. James Greville |
| collection | DOAJ |
| description | Purpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. Methods We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine. |
| first_indexed | 2024-03-12T10:30:37Z |
| format | Article |
| id | doaj.art-526c279618cb47d8bfc2902f277d1776 |
| institution | Directory Open Access Journal |
| issn | 1975-5937 |
| language | English |
| last_indexed | 2024-03-12T10:30:37Z |
| publishDate | 2016-09-01 |
| publisher | Korea Health Personnel Licensing Examination Institute |
| record_format | Article |
| series | Journal of Educational Evaluation for Health Professions |
| spelling | doaj.art-526c279618cb47d8bfc2902f277d17762023-09-02T09:14:16ZengKorea Health Personnel Licensing Examination InstituteJournal of Educational Evaluation for Health Professions1975-59372016-09-011310.3352/jeehp.2016.13.32217The student experience of applied equivalence-based instruction for neuroanatomy teachingW. James Greville0Simon Dymond1Philip M. Newton2 Department of Psychology, Aberystwyth University, Aberystwyth, United Kingdom Department of Psychology, Swansea University, Swansea, United Kingdom Research in Health Professions Education, Swansea University Medical School, Swansea, United KingdomPurpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. Methods We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.http://jeehp.org/upload/jeehp-13-32.pdfCognitionLearningNeuroanatomyMedical studentsUnited Kingdom |
| spellingShingle | W. James Greville Simon Dymond Philip M. Newton The student experience of applied equivalence-based instruction for neuroanatomy teaching Journal of Educational Evaluation for Health Professions Cognition Learning Neuroanatomy Medical students United Kingdom |
| title | The student experience of applied equivalence-based instruction for neuroanatomy teaching |
| title_full | The student experience of applied equivalence-based instruction for neuroanatomy teaching |
| title_fullStr | The student experience of applied equivalence-based instruction for neuroanatomy teaching |
| title_full_unstemmed | The student experience of applied equivalence-based instruction for neuroanatomy teaching |
| title_short | The student experience of applied equivalence-based instruction for neuroanatomy teaching |
| title_sort | student experience of applied equivalence based instruction for neuroanatomy teaching |
| topic | Cognition Learning Neuroanatomy Medical students United Kingdom |
| url | http://jeehp.org/upload/jeehp-13-32.pdf |
| work_keys_str_mv | AT wjamesgreville thestudentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching AT simondymond thestudentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching AT philipmnewton thestudentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching AT wjamesgreville studentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching AT simondymond studentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching AT philipmnewton studentexperienceofappliedequivalencebasedinstructionforneuroanatomyteaching |