A Case‐based Laboratory Experience to Facilitate Integration of Content in a Nervous System Course
Authors: Vollbrecht Peter J. , Woodcock Jade A. , Hodgman Charles G. , Lackey-Cornelison Wendy L. , Porter-Stransky Kirsten A. , Riddle David R. 
Published: April 2020

Introduction

Neuroscience courses in undergraduate medical education are often viewed as more challenging and “neurophobia” among undergraduate medical students has been well documented. Students cite neuroanatomy and a lack of patient exposure as two primary reasons that neurology is difficult. Information from these and other areas are often siloed without connecting concepts across disciplines. In short, students often fail to integrate preclinical coursework with neuroanatomy and clinical scenarios, which is a critical skill to develop before entering their clinical years. As integration continues to be highlighted in undergraduate medical curriculum, novel methods for facilitating integration continue to be explored. While clearly an important consideration across all disciplines, content integration is particularly important in a nervous system or neuroscience course. Here we describe a novel case‐based laboratory experience designed to facilitate integration of knowledge across gross anatomy, neuroanatomy, imaging, physiology, and pathology.

Aim

To describe a novel case‐based laboratory experience that facilitates integration across the entire Nervous System curriculum including gross anatomy, neuroanatomy, imaging, physiology and pathology.

Methods

This laboratory event occurs in week 5 of a 6‐week nervous system course at the end of the first year. Teams of 6–7 students progress through seven 20‐minute stations, each of which presents a novel case‐based exploration. Each case requires students to consider basic science questions along with continued exploration of the case through activities and/or thought questions to encourage critical thinking. Cases include identification of neuroanatomy and anatomy structures relevant to the case on models, specimens, and images. Students are able to move through each case without significant instructor guidance as each case includes instructions as well as answers/responses. Instructors are then free to insert themselves into discussions as they see teaching moments or answer student questions that go beyond the case.

Results

This facilitated integration experience was the highest rated event throughout the entire course and received a nearly perfect review. On a 3‐point scale more traditional nervous system labs were rated at an average of 2.53. This case‐based experience was rated as 2.96. Student comments indicated that the event met the goals set by instructors, providing an opportunity for students to integrate basic science knowledge with anatomy and pathology in the context of a patient case.

Discussion and Conclusion

When creating new anatomy events, it is important to consider new ways to facilitate integration, particularly in the nervous system course, where undergraduate medical students around the world have identified neuroanatomy and clinical application as two areas of particular difficulty. This case‐based method provides instructors with another tool to help students integrate information from across the nervous system curriculum.