Online anatomical resources are rising in popularity since the COVID-19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence-informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text-based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross-sectional study comparing the learning gain of using text-based and video resources was done. The knowledge gain and retention were compared between groups using a pre-teaching and post-teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69–0.82). The cross-sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0–67.7%) versus text resources 49.6% (n = 23, CI 39.1–60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2–49.0%) versus text-based 40.0% (n = 13, CI 23.9–56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text-based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face-to-face teaching.

中文翻译：

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创建基于证据的神经解剖学在线学习资源

自 COVID-19 大流行以来，在线解剖资源越来越受欢迎，但其教学原则和使用效果仍不清楚。本文旨在展示基于证据的方法，教育工作者可以通过这些方法创建引人入胜的临床神经解剖学在线学习资源，并比较基于文本的学习资源和在线学习资源的有效性。数据分析来自 Soton Brain Hub (SBH) YouTube 页面。另外，还进行了一项横断面研究，比较使用基于文本和视频资源的学习收益。使用教学前和教学后多项选择题来比较各组之间的知识获取和保留。 YouTube 分析显示，观众在视频上花费的平均时间与视频长度高度相关，r  = 0.77，p  < 0.001 (0.69–0.82)。横断面研究表明，视频资源的平均标准化学习增益为 61.9%（n  = 53，CI 56.0–67.7%），而文本资源为 49.6%（n  = 23，CI 39.1–60.1%）（p  = 0.030 ） ）。然而，视频资源 39.1%（ n  = 29，CI 29.2–49.0%）与基于文本的 40.0%（n  = 13，CI 23.9–56.1%）（p  = 0.919）之间的保留学习增益没有差异。学生最常观看时长不超过 5 分钟的短视频，这减少了内在的学习负担。在线资源在提供学习收益和保留方面与基于文本的资源一样有效。未来，在线学习资源的持续普及可能会导致传统面对面教学的进一步减少。