This three-phase randomized controlled educational intervention trial will evaluate the effectiveness of integrated multimodal digital and specimen-based neuroanatomy teaching compared with traditional specimen-based revision among Medical Year 2 students. The study will assess knowledge, perceived learning difficulty, and confidence in a difficult neuroanatomy topic identified through a baseline assessment.
The study will be conducted in three phases. In Phase 1, students will receive traditional neuroanatomy teaching followed by a 50-item single-best-answer assessment, topic difficulty ratings, and confidence ratings to identify the most challenging neuroanatomy topic. In Phase 2, students will be randomly allocated after stratification based on previous module academic performance. Group A will receive an integrated multimodal digital and specimen-based neuroanatomy teaching session, while Group B will receive a traditional specimen-based revision session as a wait-list control. Both groups will receive a 90-minute structured teaching session covering identical learning objectives. In Phase 3, students will complete an immediate post-intervention 20-item single-best-answer assessment and confidence questionnaire. Group B will subsequently receive the integrated multimodal digital and specimen-based teaching intervention.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
114
Participants assigned to the intervention group will receive integrated multimodal neuroanatomy teaching using multiple complementary learning modalities. The intervention will incorporate 3D virtual dissection and anatomical segmentation using the Asclepius virtual dissection table, physical anatomical specimens and three-dimensional models, pathway animation and instructor-guided drawing/mapping, two-dimensional CT/MRI brain cross-sectional images, and case-based learning (CBL). These modalities will be integrated around the selected difficult neuroanatomy topic to facilitate three-dimensional spatial understanding, anatomical relationships, pathway organization, and clinical application. The intervention will be delivered by the same instructor using a standardized teaching session. Participants in the wait-list control group will receive the integrated multimodal neuroanatomy teaching after completion of the post-intervention assessment.
Participants assigned to the active comparator group will receive traditional specimen-based neuroanatomy revision using formalin-fixed anatomical specimens and instructor-guided review of relevant anatomical structures and relationships. The session will follow the conventional specimen-based teaching approach used for neuroanatomy revision.
University of Medicine, Taunggyi
Taunggyi, Shan State, Burma
Post-intervention knowledge score
Score on the immediate post-intervention 20-item single-best-answer assessment of the selected difficult neuroanatomy topic.
Time frame: Immediately after the intervention session
Confidence level
Participants' confidence in learning the selected difficult neuroanatomy topic, assessed using a Likert-scale confidence questionnaire.
Time frame: Immediately after the intervention session
Perceived learning difficulty
Participants' perceived difficulty of the selected neuroanatomy topic, assessed using a Likert-scale difficulty rating questionnaire.
Time frame: Immediately after the intervention session
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