International Journal of Health and Allied Sciences


Objective: Combinations of various teaching strategies have been employed to enhance neuroanatomy teaching, to little success. Herein, we describe the use of integrated clinical scenarios in anatomy laboratory sessions as an educational strategy to improve the learning process for students undertaking neuroscience course. Methods: We assessed the perception and performance of students who utilised the integrated clinical resources in the neuroanatomy labs. We also compared the performance of the students on their neuroscience course with the performance of the previous year's students (who did not use the clinical scenarios). Results: A total of (130) 88% of the registered student both male and female participated by filling out a questionnaire. A majority (80%) of students supported introducing clinical cases at this early stage and agreed that cases covered learning objectives well. Students (81%) preferred a decreased faculty participation and 68% strongly agreed that cases were well integrated with other disciplines and assisted critical thinking and conceptual understanding. Most of them (90%) approved using plastic models and pictures as resource-material. The average mark obtained for all block together between the two cohorts did not differ significantly, while student performance was significantly improved in neuroscience block of the cohort which had access to the integrated clinical scenarios. Conclusions: Collectively, or specifically designed neuroanatomy lab sessions provided students with an empowering experience to help them apply critical thinking and use their basic neuroscience knowledge to solve clinical problems.