Abstract
PURPOSE: As neuroanatomy knowledge only grows in complexity and clinical significance, medical curricular reform inversely marginalizes its integration. Similarly, with advances in medical imaging and educational technology, efforts to identify optimal and valid assessment of integration are inconsequential to novelty. Our goal was to
investigate the integration of neuroanatomy through neuroimaging and neurological cases with considerations for the propitious preparation of next generation physicians and the
future patient population.
METHODS: A literature review was utilized to identify the alignment of educational theories and principles of the neurobiology of learning for optimal neuroanatomy integration. The integration of anatomical structure, function, variation, development, and clinical application was evaluated across traditional educational activities and modern approaches.
Parallels were derived from various integrative framework designs highlighting areas for discussion and recommendations of best practices for facilitating neuroanatomy integration.
RESULTS: Through the lens of the cognitive theory of multimedia learning, experiential learning theory, and motivational learning theory, integrative educational frameworks are optimally delivered when most closely resembling the human cognitive architecture. The integration of neuroanatomy through neuroimaging and neurological cases may provide a path for shaping integrative educational frameworks that promote collaborative efforts between medical education and advances in patient care through medical diagnostic technologies. Nonetheless, implementation is dependent upon the medical curriculum, institutional resources, and faculty training.
CONCLUSION: Efficient pedagogic integration of neuroanatomy through neuroimaging and neurological cases can enhance anatomical conceptualization and clinical application to advantageously equip future physicians and augment future patient care.
investigate the integration of neuroanatomy through neuroimaging and neurological cases with considerations for the propitious preparation of next generation physicians and the
future patient population.
METHODS: A literature review was utilized to identify the alignment of educational theories and principles of the neurobiology of learning for optimal neuroanatomy integration. The integration of anatomical structure, function, variation, development, and clinical application was evaluated across traditional educational activities and modern approaches.
Parallels were derived from various integrative framework designs highlighting areas for discussion and recommendations of best practices for facilitating neuroanatomy integration.
RESULTS: Through the lens of the cognitive theory of multimedia learning, experiential learning theory, and motivational learning theory, integrative educational frameworks are optimally delivered when most closely resembling the human cognitive architecture. The integration of neuroanatomy through neuroimaging and neurological cases may provide a path for shaping integrative educational frameworks that promote collaborative efforts between medical education and advances in patient care through medical diagnostic technologies. Nonetheless, implementation is dependent upon the medical curriculum, institutional resources, and faculty training.
CONCLUSION: Efficient pedagogic integration of neuroanatomy through neuroimaging and neurological cases can enhance anatomical conceptualization and clinical application to advantageously equip future physicians and augment future patient care.
Original language | American English |
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State | Published - 2021 |
Event | International Association of Medical Science Educators Annual Meeting, 2021. - Duration: Jun 12 2021 → Jun 17 2021 |
Conference
Conference | International Association of Medical Science Educators Annual Meeting, 2021. |
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Abbreviated title | IAMSE 2021 |
Period | 6/12/21 → 6/17/21 |