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Shell K, Holt E, Kington A, Mohammed K, Black A, Troup C, Ingiaimo M, Scoles K, Nathaniel TI. Motivation to Learn Neuroanatomy by Cadaveric Dissection is Correlated with Academic Performance. Clin Anat 2019; 33:128-135. [PMID: 31606904 DOI: 10.1002/ca.23500] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Revised: 09/23/2019] [Accepted: 10/08/2019] [Indexed: 11/11/2022]
Abstract
Implementing educational activities, such as a wet lab with cadaveric brain dissection, is known to have a direct impact on medical students' motivation. These activities demonstrate the clinical relevance of concepts taught in the classroom setting. The correlation between motivation and academic performance is not clear. First year medical students participated in wet lab activities. The wet lab included cadaveric dissection of the surface and internal anatomy of the brain, as well as discussions facilitated by the neuroscience faculty and clinicians. Discussions were centered around the clinical relevance of the neuroanatomical features dissected during the wet laboratory activities. Following completion of the laboratory activities, students completed a survey, which was used to assess the students' motivation for learning neuroanatomy based on the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation. These results were then correlated with performance on a laboratory examination that tested three-dimensional and cross-sectional knowledge of neuroanatomy and practical skills including the use of imaging techniques. The total mean score of motivation was generally high for all categories of ARCS model of motivation (4.26/5) and was highest for Relevance (4.46/5). When these results were correlated with students' performance on the lab examination, a positive correlation between students' motivation and lab examination scores was found (R2 = 0.877). Implementation of the neuroanatomy cadaveric dissection lab led to increased student motivation, which was positively correlated with students' academic performance. Clin. Anat. 32:128-135, 2019. © 2019 Wiley Periodicals, Inc.
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Affiliation(s)
- Kellie Shell
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Edwin Holt
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Amanda Kington
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Khalil Mohammed
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Asa Black
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Chris Troup
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Melinda Ingiaimo
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Kimberly Scoles
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
| | - Thomas I Nathaniel
- Department of Biomedical Sciences, School of Medicine-Greenville, University of South Carolina, Greenville, South Carolina
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