Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students
Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students
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DOI：
10.1002/ase.1711
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发表时间：
2018-01-01
影响因子：
7.3
通讯作者：
Toulouse, Andre
中科院分区：
文献类型：
--
作者：
Javaid, Muhammad Asim;Chakraborty, Shelly;Toulouse, Andre
最近的研究强调了医学和医疗保健学生对神经解剖学的学习和理解的恐惧或困难。这与临床医生和学生管理神经系统疾病患者的信心下降有关。在医学、牙科、职业治疗以及言语和语言科学学生的广泛群体中，这种困难的根本原因受到质疑。学生的感知与学习神经解剖学的具体困难的直接证据已被提供，并已确定解决这些问题所需的一些措施。与其他解剖学主题相比，神经解剖学被认为是一个更困难的主题（例如，生殖/盆腔解剖学），并不是神经解剖学课程的所有组成部分都被视为同样具有挑战性。理解神经解剖学概念的困难与内在因素有关，如主题的内在复杂性，而不是外部影响（例如，演讲时间）。报告对该主题高度感兴趣的参与者报告了较高的知识水平，这表明旨在提高兴趣的教学工具，如基于案例的情景，可以促进知识的获取。较新的神经解剖学，包括网络资源和计算机辅助学习（CAL）被认为是改善神经解剖学学习的重要工具，而传统的工具，如讲座幻灯片和笔记被认为不太重要。总之，有目的地设计的CAL资源，可以提高神经解剖学的理解和神经恐惧症减少。这些数据可以帮助课程设计者重新关注，并指导教育工作者在未来开发改进的神经解剖学网络资源。Anat Sci Educ 11：81-93. (c)2017年美国解剖学家协会
Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students' perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case-based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web-resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web-resources in future. Anat Sci Educ 11: 81-93. (c) 2017 American Association of Anatomists.