Anat Biol Anthropol.  2021 Mar;34(1):13-19. 10.11637/aba.2021.34.1.13.

Suggestions on the Proper Improvement of the Neuroanatomy Lab - Based in the Survey Analysis on the Online Sectional Neuroanatomy Lab Lecture to the Neuroanatomy Class -

Affiliations
  • 1Department of Anatomy, College of Medicine, Dankook University, Cheonan, Korea

Abstract

Neuroanatomy is essential for the undergraduate students of medical college to understand functional structures of neural system and present the mechanisms how disease and injury lead to the neurological impairment. In almost all medical colleges, neuroanatomy lab class is performed with cadaveric brain dissection within the anatomy laboratory. Recently, online lab lectures were adopted for the sectional neuroanatomy lab to secure sufficient lab class hours and due to COVID 19 pandemic situation. In this report, a survey analysis was performed for the proper application of flipped learning strategy to the neuroanatomy lab course. Medical college students of Dankook university were classified into two groups (online lab lecture group and face to face lab lecture group) and asked to complete anonymous survey in private. A large number of students had already experienced flipped leaning especially in face to face lab lecture group. The majority of students showed opinion of relevant proportion of sectional neuroanatomy in whole neuroanatomy lab course and the relevance of the time for preparing formative evaluations of each neuroanatomy lab class. Almost all students regarded picture materials for online lab lectures as useful in comparing with sectioned brain surfaces. On the opinions of necessities of flipped learning course in learner’s aspect, proportion of “necessary” was certainly higher in online lab lecture group although there was no statistical significance. Growing demands of flipped learning is likely to make a new paradigm of medical education even in the laboratory course of basic medical subjects. The results revealed not only the relevance of flipped learning strategy in sectional neuroanatomy lab, but also the necessity of regular feedback of needs in learner’s aspect to secure sufficient hours for both neuroanatomy lab practice and preparing for the formative evaluation.

Keyword

Neuroanatomy lab; Sectional neuroanatomy; Flipped learning; Formative evaluation
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