The student’s experience of applied equivalence-based instruction for neuroanatomy teaching

Greville, W. James; Dymond, Simon; Newton, Philip M.; Newton, Phil

doi:10.3352/jeehp.2016.13.32

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The student’s experience of applied equivalence-based instruction for neuroanatomy teaching

W. James Greville, Simon Dymond

, Philip M. Newton, Phil Newton

Journal of Educational Evaluation for Health Professions, Volume: 13, Start page: 32

Swansea University Authors: Simon Dymond , Phil Newton

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Copyright © 2016, Korea Health Personnel Licensing Examination Institute This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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DOI (Published version): 10.3352/jeehp.2016.13.32

Abstract

Purpose: Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of standalone learning ‘equivalence-based instruction’ (EBI) reso...

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Published in:	Journal of Educational Evaluation for Health Professions
ISSN:	1975-5937
Published:	2016
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URI:	https://cronfa.swan.ac.uk/Record/cronfa30161
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spelling	2016-12-08T17:23:48.0583496 v2 30161 2016-09-22 The student’s experience of applied equivalence-based instruction for neuroanatomy teaching 8ed0024546f2588fdb0073a7d6fbc075 0000-0003-1319-4492 Simon Dymond Simon Dymond true false 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 2016-09-22 HPS Purpose: Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of standalone learning ‘equivalence-based instruction’ (EBI) resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships.Methods: We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes.Results: We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine.Conclusion: These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, such as science and medicine. Journal Article Journal of Educational Evaluation for Health Professions 13 32 1975-5937 13 9 2016 2016-09-13 10.3352/jeehp.2016.13.32 http://jeehp.org/DOIx.php?id=10.3352/jeehp.2016.13.32 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University 2016-12-08T17:23:48.0583496 2016-09-22T19:51:25.3749943 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine W. James Greville 1 Simon Dymond 0000-0003-1319-4492 2 Philip M. Newton 3 Phil Newton 0000-0002-5272-7979 4 0030161-20102016095656.pdf jeehp1332v2.pdf 2016-10-20T09:56:56.2830000 Output 475176 application/pdf Version of Record true 2016-10-20T00:00:00.0000000 Copyright © 2016, Korea Health Personnel Licensing Examination Institute This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. true
title	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
spellingShingle	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching Simon Dymond Phil Newton
title_short	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
title_full	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
title_fullStr	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
title_full_unstemmed	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
title_sort	The student’s experience of applied equivalence-based instruction for neuroanatomy teaching
author_id_str_mv	8ed0024546f2588fdb0073a7d6fbc075 6e0a363d04c407371184d82f7a5bddc8
author_id_fullname_str_mv	8ed0024546f2588fdb0073a7d6fbc075_*_Simon Dymond 6e0a363d04c407371184d82f7a5bddc8_*_Phil Newton
author	Simon Dymond Phil Newton
author2	W. James Greville Simon Dymond Philip M. Newton Phil Newton
format	Journal article
container_title	Journal of Educational Evaluation for Health Professions
container_volume	13
container_start_page	32
publishDate	2016
institution	Swansea University
issn	1975-5937
doi_str_mv	10.3352/jeehp.2016.13.32
college_str	Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id	facultyofmedicinehealthandlifesciences
hierarchy_top_title	Faculty of Medicine, Health and Life Sciences
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hierarchy_parent_title	Faculty of Medicine, Health and Life Sciences
department_str	Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
url	http://jeehp.org/DOIx.php?id=10.3352/jeehp.2016.13.32
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description	Purpose: Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of standalone learning ‘equivalence-based instruction’ (EBI) resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships.Methods: We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes.Results: We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine.Conclusion: These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, such as science and medicine.
published_date	2016-09-13T03:36:49Z
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The student’s experience of applied equivalence-based instruction for neuroanatomy teaching

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