Evaluation of Neuroanatomy Web Resources for Undergraduate Education: Educators’ and Students’ Perspectives

Abstract

Despite, the development of novel teaching strategies and the abundance of adjunct teaching web‐resources, students and early career physicians have continuously reported difficulties in learning and clinically applying neuroanatomy. Differences in instructional design of these resources, the lack of assessment of their capacity to meet intended educational goals and a poor understanding of the user's perspective may have hindered their success in increasing understanding and retention of neuroanatomical knowledge. To decipher the limitations of existing web‐resources, an online search for neuroanatomy web‐resources was performed and distilled through a strict filtration rubric. A selection of resources were analyzed by a panel of educators and rated using Likert‐scales, focusing on the identification of features influencing their usefulness in learning the anatomy of the spinal pathways. The top three ranked web‐resources were subsequently evaluated by a panel of medical and neuroscience students to assess how specific features aided in their learning of the subject. This detailed analysis has identified features of neuroanatomy web‐resources that are valued by both educators and users with regards to instructional design. One resource was rated highest by end‐users and educators on a series of Likert‐scale questions in terms of clarity of explanation, step‐wise teaching design, summarization of information, control of instructional‐pace, integration with neurophysiology, neuroradiology and clinical correlates, deployment of a wide array of pedagogical tools and factors for visualizing neuroanatomical inter‐relationships. These results have provided a novel user perspective on the influence of specific elements of neuroanatomy web‐resources to improve instructional design and enhance learner performance.