Date of Award

Spring 5-2025

Degree Type

Dissertation

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Tony Harper (Chair)

Second Advisor

Brent Thompson, John Gassler, Chloe Ruff, and David Morton

Abstract

The pillars of anatomical sciences, including neuroanatomy, have undergone massive shifts in their teaching methodologies in recent years. With the increased enrollment in graduate medical education, as well as the introduction of new technologies, the anatomical sciences have reformed the ways in which future healthcare practitioners learn. Among the challenges to neuroanatomical education have been reliable access to donor specimens, and a decrease in laboratory-based hours. This study evaluated the introduction of voluntary laboratory-based experiences within a first-year medical neuroanatomy course. The first research question evaluated the effect of hands-on laboratory experiences on examination performance between participants and non-participants. There were statistically significant increases in participant subgroup scores compared to the overall class cohort, particularly with Harrogate Group 1. The second research question evaluated the effectiveness of these laboratory sessions, dissection-based and model-based, on examination scores between the two participant groups. There was a noticeable impact on subgroup scores, with previous semester gross anatomy grades and post-lab quiz scores being significant linear model predictors. The third research question addressed self-reported student confidence on all learning objectives for the Med Neuro course. Previous pilot study findings were replicated, leading to a focus on content related to the tracts of the central nervous system and visual pathway.

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