Using Alternative Names and Pictures to Facilitate Learning Afferent and Efferent Nervous System Connections

Ghasemihamidabadi, Hatef; Nazm Bojnordi, Myamar; Rezaei, Noorolah; Delbari, Ali

doi:10.5812/sdme.59237

Using Alternative Names and Pictures to Facilitate Learning Afferent and Efferent Nervous System Connections

Document Type : Original Article

Authors

Hatef Ghasemihamidabadi ¹

Myamar Nazm Bojnordi ¹

Noorolah Rezaei ¹

Ali Delbari ²

¹ Department of Anatomy, School of Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran

² Department of Anatomy, School of Medical Sciences, Sabzever University of Medical Sciences, Sabzevar, Iran

https://doi.org/10.5812/sdme.59237

Abstract

Background According to most students, neuroanatomy is difficult to learn. Although different approaches have been suggested for learning neuroanatomical correlations, it seems that none have been effective in aiding learning of afferent and efferent connections. The aim of this study was to develop an innovative method that will facilitate learning of afferent and efferent nervous system connections. Methods A total of 140 medical students at the Mazandaran University of Medical Sciences participated in the current study, of which 69 subjects were trained using traditional methods (control group). An innovative method was employed for the remaining 71 subjects (intervention group). In the intervention group, a name and figure were first allocated to each of the nervous system structures in a way that would remind students of the origin of the structure. The students created 3-part names for the allocated structures that were, if possible, humorous. The first part was the alternative name for the structure, and the second and third parts were the alternative names for afferent and efferent structures. The students learned the afferent and efferent connections through the phrases. Each group passed a 12-item pretest and posttest. Results of the tests were analyzed with SPSS using the paired t-test; P ≤ 0.05 was considered to be significant. Results There was no significant difference in the pretest scores between the study groups (control: 1.64 ± 0.86; intervention: 1.60 ± 0.89; P = 0.40). The posttest score of the intervention group (8.15 ± 1.16) was significantly higher than that of the control (3.75 ± 0.077; P < 0.001). Conclusions An innovative method can facilitate student learning of afferent and efferent nervous system connections.

Keywords

Learning

Afferent

Efferent

Neuroanatomy

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