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The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education

The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education
The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education

Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.

innovative teaching, medical education, neuroanatomy, student engagement, technology enhanced learning, undergraduate education, undergraduate neuroscience
1073-8584
Geoghegan, Kate
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Payne, December R.
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Myers, Matthew A.
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Hall, Samuel
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Elmansouri, Ahmad
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Parton, William J.C.
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Harrison, Charlotte H.
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Stephens, Jonny
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Parker, Rob
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Rae, Shivani
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Merzougui, Wassim
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Nagy, Eva
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Venkatesh, Prarthana
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Parrott, Rachel
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Border, Scott
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Geoghegan, Kate
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Payne, December R.
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Myers, Matthew A.
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Hall, Samuel
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Elmansouri, Ahmad
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Parton, William J.C.
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Harrison, Charlotte H.
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Stephens, Jonny
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Parker, Rob
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Rae, Shivani
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Merzougui, Wassim
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Nagy, Eva
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Venkatesh, Prarthana
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Parrott, Rachel
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Border, Scott
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Geoghegan, Kate, Payne, December R., Myers, Matthew A., Hall, Samuel, Elmansouri, Ahmad, Parton, William J.C., Harrison, Charlotte H., Stephens, Jonny, Parker, Rob, Rae, Shivani, Merzougui, Wassim, Nagy, Eva, Venkatesh, Prarthana, Parrott, Rachel and Border, Scott (2018) The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education. Neuroscientist. (doi:10.1177/1073858418788000).

Record type: Article

Abstract

Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.

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More information

Accepted/In Press date: 2018
e-pub ahead of print date: 21 July 2018
Keywords: innovative teaching, medical education, neuroanatomy, student engagement, technology enhanced learning, undergraduate education, undergraduate neuroscience

Identifiers

Local EPrints ID: 425594
URI: http://eprints.soton.ac.uk/id/eprint/425594
ISSN: 1073-8584
PURE UUID: 43cc23c5-576f-410b-b235-60b63afa51ed

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Date deposited: 25 Oct 2018 16:30
Last modified: 27 Apr 2022 06:11

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Contributors

Author: Kate Geoghegan
Author: December R. Payne
Author: Matthew A. Myers
Author: Samuel Hall
Author: Ahmad Elmansouri
Author: William J.C. Parton
Author: Charlotte H. Harrison
Author: Jonny Stephens
Author: Rob Parker
Author: Shivani Rae
Author: Wassim Merzougui
Author: Eva Nagy
Author: Prarthana Venkatesh
Author: Rachel Parrott
Author: Scott Border

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