111 - Active Learning in Medical Education: Addressing the Challenge of Integrating Anatomy & Clinical Knowledge

Poster Board Number: 111
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

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Abstract Body : Anatomical education often faces the challenge of not only conveying a vast amount of information but also ensuring that students can integrate and apply this knowledge in clinical contexts. This is particularly true for the complexities of the neuroanatomy in medical education. To address this learning gap, this study aimed to assess the impact of an active learning strategy on first-year medical students’ perceived understanding, engagement, and integration of neuroanatomy and clinical content. In the final week of a 5-week nervous system course, we introduced an integrative active learning event for first-year medical students. A novel matching exercise was implemented, encompassing a series of educational cards for each of the twelve cranial nerves. Initially presented with a clinical vignette, students worked collaboratively to match the narrative to the corresponding cranial nerve injury, followed by a patient presentation image, and then to anatomical and radiographic images showing the nerve's course and exit foramina. Additional cards included upper and lower motor tracts and functional descriptions with associated nuclei. The session culminated with a critical thinking exercise focused on upper and lower motor lesions, challenging students to apply their knowledge practically. Survey data was collected post-intervention and analyzed for both qualitative and quantitative outcomes. 85% of survey participants (n=22) rated the event high (5/5) in engagement, motivation to learn, and improvements in the understanding of the material. Qualitative feedback underscored the value of the exercises in synthesizing complex information, integrating a substantial volume of material, and assisting in understanding and preparation for summative assessments.The novel active learning event fostered a collaborative learning environment and held space to better understand and integrate anatomical and clinical content in a Nervous system course. The appreciation for the integrative nature of the exercises provides valuable insights into students' learning preferences and the potential for expanding these methods in other courses of the medical curriculum.