Adding A Checklist To The Medical Neuroscience Laboratory Guide When Using A Computer‐Assisted Neuroanatomical Learning Tool

In order to meet the medical neuroscience laboratory educational needs, an interactive neuroanatomical learning tool along with a checklist of neuroanatomical structures is being used in an integrated neuroscience laboratory. The interactive neuroanatomical learning tool is available online for student use and facilitates learning neuroanatomical structures, structural relationships, significant morphological and functional features of the human central nervous system, and the clinical relevance of the neuroanatomical structures. Gross images of intact and dissected brains, thick and stained thin brain sections, thin stained brainstem and spinal cord sections, and MR images are available for study. Neural structures available for identification on the image are listed on the right‐hand side of the screen. Clicking on the name of a specific structure produces a transparent overlay of that structure. Structures can be identified also by moving the pointer over the image and clicking on a specific structure. With either approach, the structure is identified by a colored overlay and a collapsible dialog box at the bottom of the screen that provides a brief description of the structure and its functional role in the nervous system. A student can scroll from one image to another. The number of neuroanatomical images and structures identified in the computer‐assisted learning tool exceeds the student learning needs and the laboratory time available for student study. In order to focus student learning on specific neuroanatomical structures as seen in the images, a checklist of relevant structure was developed and made available for use during the laboratory. This allows the students to select specific images and relevant structures for identification. The checklist contains also a brief description of the function and clinical significance of the structure. A glossary of neuroanatomical terms used in the computer program allows the student to select and view the neuroanatomical structures in the gross, sectioned specimens, and the MR images specified on the checklist. Student comments indicate that this is an efficient and effective way to learn the neuroanatomical and functional aspects of the nervous system available online at the student's convenience. Using the checklist as a guide to structures to be identified on the computer program facilitates the accomplishment of our neuroscience laboratory learning goals. Support or Funding Information Supported by the Minnesota Medical Foundation