Department of Medical Education, School of Medicine, California University of Science and Medicine, Colton, CA 92324, USA.
Department of Anatomy, Faculty of Medicine, Cairo University, Cairo, Egypt.
Scott Med J. 2022 Aug;67(3):80-86. doi: 10.1177/00369330221107101. Epub 2022 Jun 12.
A recent trend in medical education is developing a more dynamic and integrated curriculum. Team-based learning (TBL) increases students' engagement and the active construction of anatomical knowledge. This initial study aimed to empirically observe medical students' perceptions of their achievement of learning outcomes and the construction of their neuroanatomy knowledge, critical thinking, and problem-solving using an interactive whiteboard (IWB) as a teaching strategy.
An independent neuroanatomy lab survey collected students' perceptions and comments about their learning experiences using the IWB on a questionnaire using a 5-point Likert scale.
Student participants felt that using the IWB has facilitated their learning experience. 94.2% of student participants endorsed feelings that new technology has helped them achieve their learning outcomes, helped them integrate both their basic science and clinical science/skills knowledge (90.4%), enhanced their problem-solving skills (92.3%), facilitated their interaction with the neuroanatomy faculty (96.2%) and increase their critical thinking (88.4%).
Collecting such empirical data about students' perceptions and their learning environment should help neurosciences faculty in medical schools better outline their activities to faculty at other medical institutions. Applying these methods may enhance the learning process, save time during neuroanatomy lab, and it could also help overcome the shortage of qualified neuroanatomy educators.
医学教育领域的一个新趋势是开发更具活力和综合性的课程。团队学习（TBL）增加了学生的参与度，并使学生积极构建解剖学知识。本初步研究旨在通过使用互动白板（IWB）作为教学策略，从实证角度观察医学生对学习成果的感知以及对神经解剖学知识、批判性思维和问题解决能力的构建。
独立的神经解剖学实验室调查通过问卷调查收集学生对使用 IWB 进行学习的体验的看法和意见，采用 5 点李克特量表。
学生参与者认为使用 IWB 促进了他们的学习体验。94.2%的学生参与者认为新技术帮助他们实现了学习目标，帮助他们整合了基础科学和临床科学/技能知识（90.4%），提高了他们的解决问题的能力（92.3%），促进了他们与神经解剖学教师的互动（96.2%），并提高了他们的批判性思维（88.4%）。
收集学生对学习环境的看法和感知的此类实证数据应有助于医学院的神经科学教师更好地规划他们在其他医疗机构的教师活动。应用这些方法可以增强学习过程，节省神经解剖学实验室的时间，还可以帮助克服合格神经解剖学教育者短缺的问题。
