Introduction to the Nervous System
|Tutorial||8309||1||June 20, 2011|
An interactive tutorial was developed in Macromedia Flash and Viewpoint for distribution to first-year medical and dental students. It serves as an introduction to the nervous system and the nomenclature (functional components) used for classification. The objective was to stimulate knowledge acquisition and retention by creating drill-and-practice exercises that focus on cranial and spinal nerve pathways including details about neurological deficits and tests of diagnostic and prognostic importance. Active learning was achieved by providing learners with opportunities for repetition and self-assessment through immediate feedback and quizzes. Content delivery consists of eleven objective-driven tutorial units with associated sound files, animated diagrams, labeled images, a glossary, e-flashcards, patient (virtual) simulations for physical examination, nine patient-based case studies, and five Jeopardy-style games in the format of NBME subject examinations. The tutorial complements didactic and practical (dissection) activities of beginner health care professionals enrolled in human structure courses. It is best used in conjunction with lectures and labs reinforcing didactic and practical (dissection) learning experiences. Convenient access also can be provided to learners reviewing for clinical certification and licensure examinations or to patients conferring with practitioners about their own neurological disorders.
Reilly F. Introduction to the Nervous System. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/8309
Contains Information Suitable for Patient Education
- To learn the normal structure and function of the peripheral nervous system and the nomenclature used to classify (functional components) the neurons forming it.
- To understand the neurological deficits of diagnostic and prognostic importance.
- To create opportunities for learner self-assessment through repetition and immediate feedback using unit quizzes and other interactive exercises.
- To provide access for self-directed and problem-based local and distance learning.
- Differential Diagnosis (MeSH), Physical Examination (MeSH), Clinical Competence (MeSH), OSCE, Cranial and Spinal Nerves, Computer-aided Instruction
- Gross Anatomy
- Physical Diagnosis
- Medical Knowledge
- Patient Care
- Practice-based Learning & Improvement
- Basic Sciences
- Embryology & Developmental Biology
- Gross Anatomy
- Clinical Sciences
- Clinical Exam
- Instructional Materials/Methods
- Nervous system
- Professional School
- Dental Student
- Medical Student
- Independent Study
Authors & Co-Authors
Sponsorship or Funding Source
West Virginia University ELI grant awarded to Frank Reilly
Effectiveness and Significance
Since deployment of the courseware in 2001, significantly more students (8%; p < 0.05) scored correct answers on written block exam questions prepared by the same instructor-content expert (Medical Teacher 30: 40-24, 2008). This study was a retrospective review of existing data that summarized the exam performance of 856 first-year medical students on 228 exam questions over a 9-year period. The experimental learner groups were exposed to didactic lectures, dissection labs, and web-based lecture notes and interactive learning objects, while the control learner groups were restricted to didactic lectures and the dissection labs. Student surveys using an instructional design questionnaire and a five-point Likert scale rated the virtual patient simulations the highest (p < 0.05) among the interactive resources provided for the preclinical human structure course.
Special Implementation Guidelines or Requirements
Windows OS: Internet Explorer 5.0 or higher Flash 6.0 or higher Windows Media Player 6.4 or higher Viewpoint Media Player Microsoft Windows and Java (Active-X) updates Microsoft Windows firewall turned offMicrosoft Windows and Java (Active-X) updates Microsoft Windows firewall turned off
Organizing content into discrete modules is highly effective in teaching learners a large volume of information without overwhelming them all at once. Exposing preclinical students to simulations motivates learning and enhances retention and confidence. These observations are supported by recent improvements in learner performance on block (Medical Teacher 30: 40-24, 2008) and NBME subject shelf exams.
This information is made available under the Creative Commons license.
This publication has been formally peer reviewed elsewhere
Allen, E., R. Walls, and F. Reilly. Effects of Web-based interactive instructional techniques in a peripheral nervous system component for human anatomy. Med. Teacher, 30(1):40-47, 2008. http://www.informaworld.com/smpp/content?content=10.1080/01421590701753518
Publications, Presentations, and/or Citations for this Publication
- Reilly, F., E. Allen, J. Altemus, A. Reed, L. Gaskins, S. Saunders, and J. Aukerman. Interactive peripheral nervous system WebCT site. FASEB J., 17(4):A387(279.4), 2003.
- Reilly, F., and E. Allen. Interactive peripheral nervous system courseware evaluation. FASEB J., 20(4):A434(296.8), 2006.
Allen, E., R. Walls, and F. Reilly. Effects of Web-based interactive instructional techniques in a peripheral nervous system component for human anatomy. Med. Teacher, 30(1): 40-47, 2008.
- Reilly, F., E. Allen, and R. Walls. Interactive computer-based exercises enhance preclinical medical education. FASEB J., 23:463.6, 2009.
- Reilly, F. Learner exam performance and preferences using Web-based interactive instructional techniques. Medical Teacher, 2010. (In peer review)