The Corticospinal Tract (CST) is a part of pyramidal tract (PT) and it can innervate the voluntary movement of skeletal muscle through spinal interneurons (the 4th layer of the Rexed gray board layers), and anterior horn motorneurons (which control trunk and proximal limb muscles). The authors recommend the use of drawing in teaching anatomy. No statistical difference was found between the two groups who drew. Scores were significantly higher at 1 and 7weeks tests in groups who were asked to draw either before or after the dissection compared to those who were not asked to draw. The memorization of the region was evaluated twice, one and seven weeks after the course. Two groups had to draw the anatomical region respectively before and after the dissection session, while the third group did not have to draw. Students were randomly divided into three blinded groups. This study was designed to evaluate the influence of students' drawing of the anatomical region before and after the dissection session on their memorization of the studied anatomical region.įour hundred and sixteen second-year medical students in the faculty of medicine of Damascus were included in this study during the 2013-2014 academic year. Different teaching methods can be combined. Keywords: Learning, Afferent, Efferent, NeuroanatomyĪnatomy is the cornerstone of medical education. The posttest score of the intervention group (8.15�1.16) was significantly higher than that of the control (3.75�Ĭonclusions: An innovative method can facilitate student learning of afferent and efferent nervous system connections. Results: There was no significant difference in the pretest scores between the study groups (control: 1.64�0.86 intervention: 1.60 Results of the tests were analyzed with SPSS using the paired t-test P Each group passed a 12-item pretest and posttest. The students learned the afferent and efferent connections through Were the alternative names for afferent and efferent structures. The first part was the alternative name for the structure, and the second and third parts Structures that were, if possible, humorous. The students created 3-part names for the allocated Structures in a way that would remind students of the origin of the structure. In the intervention group, a name and figure were first allocated to each of the nervous system An innovative method was employed for the remainingħ1 subjects (intervention group). Which 69 subjects were trained using traditional methods (control group). Methods: A total of 140 medical students at the Mazandaran University of Medical Sciences participated in the current study, of The aim of this study was to develop an innovative method that will facilitate learning of afferent and efferent nervous Although different approaches have been suggestedįor learning neuroanatomical correlations, it seems that none have been effective in aiding learning of afferent and efferent connections. Conclusions An innovative method can facilitate student learning of afferent and efferent nervous system connections.īackground: According to most students, neuroanatomy is difficult to learn. The posttest score of the intervention group (8.15 ± 1.16) was significantly higher than that of the control (3.75 ± 0.077 P < 0.001). Results There was no significant difference in the pretest scores between the study groups (control: 1.64 ± 0.86 intervention: 1.60 ± 0.89 P = 0.40). Results of the tests were analyzed with SPSS using the paired t-test P ≤ 0.05 was considered to be significant.
The students learned the afferent and efferent connections through the phrases. The first part was the alternative name for the structure, and the second and third parts were the alternative names for afferent and efferent structures. The students created 3-part names for the allocated structures that were, if possible, humorous.
In the intervention group, a name and figure were first allocated to each of the nervous system structures in a way that would remind students of the origin of the structure. An innovative method was employed for the remaining 71 subjects (intervention group). Methods A total of 140 medical students at the Mazandaran University of Medical Sciences participated in the current study, of which 69 subjects were trained using traditional methods (control group). The aim of this study was to develop an innovative method that will facilitate learning of afferent and efferent nervous system connections. Although different approaches have been suggested for learning neuroanatomical correlations, it seems that none have been effective in aiding learning of afferent and efferent connections. Background According to most students, neuroanatomy is difficult to learn.
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