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A case study for teaching neuroanatomy structure and function: Doctor, why am I so tired and dizzy?
Author(s) -
Stokes Jennifer Ann,
Grosofsky Alexis
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.576.4
Subject(s) - class (philosophy) , presentation (obstetrics) , function (biology) , neuroanatomy , psychology , cognition , medical education , point (geometry) , task (project management) , medicine , psychiatry , computer science , surgery , engineering , evolutionary biology , biology , geometry , mathematics , systems engineering , artificial intelligence
While traditionally used in medical and other professional school classrooms, case studies can be a very effective tool in the undergraduate classroom engaging students and requiring them to think critically and apply their course knowledge to a real world scenario; thus, deepening their understanding of the material. In this interrupted case study, students followed the story of a college professor who has gone to her doctor to determine the cause of her symptoms: changes in cognitive function and motor control. Students were asked to come to class prepared with their course materials on the structure and function of the following: cerebral lobes, cranial nerves, the ear (audition), the eyes (vision), and the taste pathway (gustation). In class, students were presented with background information about the patient and were given the symptoms experienced in order of presentation. Their first task was to determine which parts of the nervous system may account for the many initial symptoms. As more details were made available at each step, students were asked to evaluate any medical diagnoses and treatment plans, as well as discuss any consequences which may arise. The information in this case represents an actual patient. The goals of this case study included: 1) Review knowledge of human neuroanatomy structure and function, and increase understanding through knowledge application; and 2) Determine the physical effects of neurosurgery. Pre‐ and post‐ case study assessment surveys were administered to student participants to assess knowledge and ability to apply that knowledge to a medical situation on a 5‐point scale (0=none, 5=lots). Paired samples t‐tests on the pre‐post difference scores revealed that students rated their knowledge as significantly higher after the case study. Paired sample t‐tests on the pre‐post ratings for applying knowledge to a medical scenario also revealed that students felt much more capable after the case study. Finally, when asked if they would recommend this activity (on a scale where 1=no, 3=maybe, 5=yes) almost 90% gave ratings of 4 or 5. These data support the use of this case study as an active learning tool to help students better understand the complexities of the structure and function of the human nervous system, as well as apply that knowledge to a real‐life medical scenario. This case study was originally developed for an intermediate‐level undergraduate anatomy course. The case study could be adapted for courses in Psychology (e.g., Sensation and Perception, Physiological), other Biology courses (e.g., Neurobiology, or Neuroanatomy), as well as a practical case for Medical/Nursing students.