Journal of Educational Evaluation for Health Professions

Research Articles

The student experience of applied equivalence-based instruction for neuroanatomy teaching: W. James Greville, Simon Dymond, Philip M. Newton; J Educ Eval Health Prof. 2016;13:32. Published online September 13, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.32; Correction in: J Educ Eval Health Prof 2018;15(0):12

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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.

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A MITIGAÇÃO DA “NEUROFOBIA'' EM GRADUANDOS DE MEDICINA ATRAVÉS DO USO DE METODOLOGIA ATIVA DE ENSINO EM NEUROANATOMIA
Samuel Natal Rodrigues, Russian Teixeira Rebello, Ana Luiza Narciso Aguiar, Eduarda Kei-Lan Tavares Pierre, Salomão Natal Rodrigues, Luna Carolina Silva Pereira, Kemerson Thiago Matos de Souza, Vanise Campos Gomes Amaral
Revista Contemporânea.2025; 5(2): e7478. CrossRef
Twelve tips for teaching neuroanatomy, from the medical students’ perspective
Sanskrithi Sravanam, Chloë Jacklin, Eoghan McNelis, Kwan Wai Fung, Lucy Xu
Medical Teacher.2023; 45(5): 466. CrossRef
Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students
Emily E. Gallant, Kenneth F. Reeve, Sharon A. Reeve, Jason C. Vladescu, April N. Kisamore
Behavioral Interventions.2021; 36(2): 434. CrossRef
Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy
Maria Alessandra Sotgiu, Vittorio Mazzarello, Pasquale Bandiera, Roberto Madeddu, Andrea Montella, Bernard Moxham
Anatomical Sciences Education.2020; 13(1): 107. CrossRef
Developing and Implementing Emergent Responding Training Systems With Available and Low-Cost Computer-Based Learning Tools: Some Best Practices and a Tutorial
Bryan J. Blair, Lesley A. Shawler
Behavior Analysis in Practice.2020; 13(2): 509. CrossRef
Sidman Goes to College: A Meta-Analysis of Equivalence-Based Instruction in Higher Education
Julia Brodsky, Daniel M. Fienup
Perspectives on Behavior Science.2018; 41(1): 95. CrossRef
Tools and resources for neuroanatomy education: a systematic review
M. Arantes, J. Arantes, M. A. Ferreira
BMC Medical Education.2018;[Epub] CrossRef
Corrigendum: Misplacement of images in a table including the structure of the cerebral cortex

Journal of Educational Evaluation for Health Professions.2018; 15: 12. CrossRef

Improved quality and quantity of written feedback is associated with a structured feedback proforma: Philip M. Newton, Melisa J. Wallace, Judy McKimm; J Educ Eval Health Prof. 2012;9:10. Published online August 13, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.10

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Abstract PDF

Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

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