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Year :2026
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Month :
May-June
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Volume :
15
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Issue :
3
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Page :
AO01 - AO04
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Enhancing Neuroanatomy Learning using Specimen Videos: An Educational Interventional Study among First-year MBBS Students from Gujarat, India
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Correspondence Address :
Nishaben Dhavalsinh Parmar, Neeraj Tarunchandra Master, Hamzah Muzammil Hafezji, Deepa Sandip Gupta,
Nishaben Dhavalsinh Parmar,
25, Sheetal Nagar, Mankodiya, Vijalpore, Navsari-396445, Navsari, Gujarat, India.
E-mail: khernisha08@yahoo.in
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Introduction: Introduction: The practical teaching of neuroanatomy is challenging because of the fragility of brain tissues, scarcity of specimens, and the need for visualisation of minute structural details. This requires an upgrade in teaching methodology to enhance learning and overcome problems in neuroanatomy practical teaching. Incorporating prerecorded videos of neuroanatomy specimens into practical teaching could help bridge this gap.
Aim: To evaluate the prerecorded neuroanatomy specimen videos as a supplementary tool in teaching the practical aspect of neuroanatomy.
Materials and Methods: This crossover educational interventional study was conducted at SMIMER Medical College, Surat, Gujarat, India from October 2024 to September 2025. All 250 first year MBBS students who volunteered were assigned to two groups using computer-generated sampling. The study was conducted in two phases with two different neuroanatomy topics. In phase I, after the theory lecture on Topic 1, Group A was exposed to prerecorded videos of neuroanatomy specimens, and Group B was taught directly using conventional cadaveric specimens in the dissection hall by the same faculty. In phase 2, after the theory lecture on Topic 2, both groups were flipped, and the same procedure was repeated. At the end of each phase, students were provided with Multiple Choice Questions (MCQs) (to assess topic-related knowledge) and a Likert scale-based questionnaire (to assess their perception of the teaching method they were exposed to). After completing both phases, a dichotomous response questionnaire was administered to gather final feedback on the preferences and effectiveness of the two teaching modalities. The collected data were analysed using both between-group and crossover comparisons, including unpaired and paired statistical tests for MCQ score, the Chi-square test for the Likert Questionnaire, and the Z-test for dichotomous responses.
Results: In this study, of the 250 students, 108 were male, and 142 were female, with a mean participant age of 17.18±0.63 years. The mean MCQ Score for Topics 1 and 2 was 5.11±1.44 and 4.90±1.62 in the prerecorded video teaching method, and 4.11±1.46 and 3.65±1.80 in the dissection hall teaching method, respectively, and were found statistically significant. Analysis of Likert-scale questionnaire data showed statistically significant results for the prerecorded video teaching method in terms of overall satisfaction, better visualisation of specimen details, audibility of information, achievement of learning objectives, and enhancement of neuroanatomy knowledge (p-value <0.001).
Conclusion: The present study analysed students’ perceptions of practical teaching methodologies in neuroanatomy and found that prerecorded videos of neuroanatomy specimens can serve as a supplementary tool alongside conventional dissection hall teaching.
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