Enhancing neuroanatomy understanding through guided self-construction of both somatic and autonomic spinal nerve model: a novel approach to active learning

Nurul Hidayati1, Rita Rosita2

1Department of Anatomy, Faculty of Medicine, Universitas Brawijaya, Malang Indonesia

Objective: We delve guided self-construction approach in fostering students deep understanding for neuroanatomy. Guided by foundational anatomical principles, students craft nerve models independently. Our research investigates how hands-on and self-driven approach impacts students' perceptions on neuroanatomy
Methods: Conducted with 215 fifth-semester medical students practicum, materials of wires, clay, and vertebrae bones to represent spinal, sympathetic and parasympathetic nerves were assigned to each 2 – 3 students’ group. Guidance provided with interactive discussion followed by principles to construct the nerves; helping them planning. Final results were drawn and written in big whiteboard. Then, one standardized model shown as reference, but no imitation. Creativity and critical thinking were encouraged. Revisions were allocated until correctness achieved with students’ appropriate explanation. Whether students or instructor took initiative, all were possible.
Results: Our analysis of students’ perceptions through descriptive statistics unveils positive outlook using self-constructed model. On 1 – 10 range of Likert scale, students’ average responses on 6.282 signify key findings: participants’ awareness to distinct spinal nerve structures (1), wires and clay contribute to grasp neuroanatomy concept (2), value of collaborative learning (3). However, standard deviation of 2.194 introduces variability in students’ perception. Students find certain task demanding (1) which might relate to subject matter complexities. Additionally, a reduced level of confidence to medulla spinalis (2) requires further attention.
Conclusion: A guided self-construction could empower students’ understanding of neuroanatomy on active learning with a compromise to individualized learning. It contributes to novel strategies for more dynamic and effective learning experience on complex anatomical concepts.

Keywords: active; construction; neuroanatomy

Ethical statement: An ethical approval is not required in this study

Funding statement: This study is under a financial support from Faculty of Medicine, Universitas Brawijaya - Indonesia