|Title||Neuroanatomy Lab Videos and Interactive Modules|
1) FMED 426: The creation of professional neuroanatomy / neurophysiology video modules gave the students a conceptual framework to refer to as they worked through the content of their weeks. These modules also allowed for students to access the material anytime and anywhere.
2) CAPS 301: Online modules helped students to prepare for the class so that class time could focus on the discussion of functional and applied neuroscience.
3) RHSC 420: The online videos and modules were an integral part of the course required for preparation for all lecture and lab sessions.
4) BMEG 410: Online modules constituted a repository of information that students used as they navigated the world of neuro-imaging. Class time was only used to cover the most basic concepts and the modules gave those students with a deeper interest the opportunity to build a neuroanatomy / neuroscience knowledge base.
|Year 1: Project Year||Year 1|
|Year 1: Funding Year||2013/2014|
|Year 1: Project Type||Large TLEF|
|Year 1: Principal Investigator||Claudia Krebs|
|Year 1: Funded Amount||50,602|
|Year 1: Team Members|
Claudia Krebs, Senior Instructor, Cellular and Physiological Sciences, Faculty of Medicine
Products & achievements: Development of new lab manual; Clinical case development; Interactive modules (8) and lab manual; Videos (9); Library of Nan Cheney drawing (www.neuroanatomy.ca).
Evaluation approach: Data for this evaluation was collected through a variety of methods and sources:
Instruments and methodology documents used for ESU data collection and analyses are available upon request.
Pilot Implementation, Delivery & Utilization:
Lab Instructor Experience:
August 22, 2014: Karolinska Institute; Stockholm, Sweden. Presentation at the Meeting of the Swedish Society of Anatomists
“Developing strategies for teaching anatomy in a competency-based curriculum”
July 10, 2014: Universität zu Köln; Cologne, Germany. Presentation to the Anatomy Department:
“How undergraduate anatomy education meets professional competencies as outlined in the CanMEDS framework”
May 14, 2015: Full Day Workshop at Vancouver Island University, Nanaimo: “Flipping to Engage our Learners” as part of their 2015 Science and Technology Teaching and Learning Symposium
July 29, 2014: Full Day Education Workshop at Boucher School of Naturopathic Medicine, New Westminster: “A practical approach to the Flipped Classroom”
March 10, 2014: MDUP Faculty Development Workshop: Dinner and Development Series “Using Technology in Teaching”
Michael Davis and Claudia Krebs: Flipping Out on Neuroanatomy: Applying the Flipped Classroom Model to Neuroanatomy Labs. Canadian Conference on Medical Education 2015
Zachary Rothman, Justin Student and Claudia Krebs: Flipping the Neuroanatomy Labs: A Creative Approach to Producing Videos and Multimedia for Students. Canadian Conference on Medial Education 2015
Claudia Krebs, Parker Holman, Tamara Bodnar, Joanne Weinberg and Wayne Vogl: Flipping the neuroanatomy labs: how the production of high quality video and interactive modules changed our approach to teaching. FASEB J, 2014, 28 (suppl): 211.3
Sustainability: The team was very deliberate about ensuring that the videos created for this project would be conceptual in nature and modular enough that they can be used in a variety of settings. The videos should stand the test of time are remain current for 5-10 years.
The 26 interactive modules that have been created over the past two years are more course-specific, but can be easily modified to suit the specific learning needs of a particular course. The building blocks are in place and can be easily updated and modified. These modules will also stand the test of time and will be used in a variety of courses at UBC.
Another development that has come out of this project is an international collaboration between the University of Lund (Sweden), the Free University of Amsterdam (Netherlands) and the University of Auckland (New Zealand). The aim of this collaboration is to jointly create and examine the effectiveness of educational material for medical students.