Background:

A 1-year time-gap between first- and second-year neuroanatomy courses was created at our institution as a result of restructuring the curriculum from systems-based to an integrated format. Additionally, neuroanatomy hours decreased significantly (48.8%) when transitioning to an integrated curriculum, similar to other medical schools. Competency-based eLearning in medical education has shown promising results with decreasing overall learning time and improving accuracy. To date, competency-based eLearning has not yet been explored in neuroanatomy education.

Objective:

The purpose of this study is to develop and assess a novel competency-based neuroanatomy eLearning intervention for second-year medical students designed to bridge a 1-year time-gap, without adding significant instructional hours, in an integrated curriculum.

Methods:

A competency-based eLearning intervention encompassing the major tracts, brainstem anatomy, and an interactive case featuring a simulated patient experience was developed in the Articulate Storyline^® platform. Student usage data, single-session course evaluations, and a focus group were used to evaluate the module’s effectiveness.

Results:

Student usage data showed an average completion time of M = 2:59:25 hours which fit within the scheduled 3-hour timeframe. Students rated the module’s overall effectiveness as M = 3.65 (out of 4) on a single-session evaluation. A focus group provided qualitative feedback suggesting improvements to the eLearning module in the domains of content, mechanics, and timing.

Conclusion:

A competency-based neuroanatomy eLearning intervention shows promising initial results to bridge a 1-year educational gap within an integrated curriculum. Overall, students described this educational tool as helpful and outlined ways in which to improve this resource.

中文翻译：

---

定性考试详细介绍了一种新的基于能力的神经解剖学电子学习干预措施的医学生体验，旨在弥合综合医学课程中的差距

背景：

由于将课程从基于系统的形式重组为综合形式，我们机构在第一年和第二年的神经解剖学课程之间设置了 1 年的时间间隔。此外，与其他医学院类似，过渡到综合课程时，神经解剖学学时显着减少（48.8%）。医学教育中基于能力的电子学习已显示出可喜的结果，减少了整体学习时间并提高了准确性。迄今为止，尚未在神经解剖学教育中探索基于能力的电子学习。

客观的：

本研究的目的是为二年级医学生开发和评估一种新的基于能力的神经解剖学电子学习干预措施，旨在在综合课程中弥合 1 年的时间差距，而不会增加大量的教学时间。

方法：

^{在 Articulate Storyline ®}平台中开发了基于能力的电子学习干预，包括主要脑干、脑干解剖和以模拟患者体验为特色的交互式案例。学生使用数据、单节课程评估和焦点小组被用来评估模块的有效性。

结果：

学生使用数据显示平均完成时间M  = 2:59:25 小时，符合预定的 3 小时时间范围。 在单次评估中，学生将该模块的整体有效性评为M = 3.65（满分 4 分）。一个焦点小组提供了定性反馈，建议在内容、机制和时间方面对电子学习模块进行改进。

结论：

基于能力的神经解剖学电子学习干预显示出有希望的初步结果，可以弥合综合课程中的 1 年教育差距。总体而言，学生将这种教育工具描述为有用的，并概述了改进此资源的方法。