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The student experience of applied equivalence-based instruction for neuroanatomy teaching
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W. James Greville
, Simon Dymond, Philip M. Newton - J Educ Eval Health Prof. 2016;13:32. Published online September 13, 2016
- DOI: https://doi.org/10.3352/jeehp.2016.13.32
- Correction in: J Educ Eval Health Prof 2018;15(0):12
- 49,192 View
- 258 Download
- 8 Web of Science
- 7 Crossref
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Abstract
PDF - Purpose
Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of standalone learning ‘equivalence-based instruction’ (EBI) resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. Methods: We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results: We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion: These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, such as science and medicine. -
Citations
Citations to this article as recorded by
- Twelve tips for teaching neuroanatomy, from the medical students’ perspective
Sanskrithi Sravanam, Chloë Jacklin, Eoghan McNelis, Kwan Wai Fung, Lucy Xu
Medical Teacher.2023; 45(5): 466. CrossRef - Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students
Emily E. Gallant, Kenneth F. Reeve, Sharon A. Reeve, Jason C. Vladescu, April N. Kisamore
Behavioral Interventions.2021; 36(2): 434. CrossRef - Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy
Maria Alessandra Sotgiu, Vittorio Mazzarello, Pasquale Bandiera, Roberto Madeddu, Andrea Montella, Bernard Moxham
Anatomical Sciences Education.2020; 13(1): 107. CrossRef - Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial
Bryan J. Blair, Lesley A. Shawler
Behavior Analysis in Practice.2020; 13(2): 509. CrossRef - Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education
Julia Brodsky, Daniel M. Fienup
Perspectives on Behavior Science.2018; 41(1): 95. CrossRef - Tools and resources for neuroanatomy education: a systematic review
M. Arantes, J. Arantes, M. A. Ferreira
BMC Medical Education.2018;[Epub] CrossRef - Corrigendum: Misplacement of images in a table including the structure of the cerebral cortex
Journal of Educational Evaluation for Health Professions.2018; 15: 12. CrossRef
- Twelve tips for teaching neuroanatomy, from the medical students’ perspective
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