Currently submitted to: JMIR Medical Education
Date Submitted: Sep 2, 2019
Open Peer Review Period: Sep 2, 2019 - Oct 15, 2019
(closed for review but you can still tweet)
NOTE: This is an unreviewed Preprint
Warning: This is a unreviewed preprint (What is a preprint?). Readers are warned that the document has not been peer-reviewed by expert/patient reviewers or an academic editor, may contain misleading claims, and is likely to undergo changes before final publication, if accepted, or may have been rejected/withdrawn (a note "no longer under consideration" will appear above).
Peer-review me: Readers with interest and expertise are encouraged to sign up as peer-reviewer, if the paper is within an open peer-review period (in this case, a "Peer-Review Me" button to sign up as reviewer is displayed above). All preprints currently open for review are listed here. Outside of the formal open peer-review period we encourage you to tweet about the preprint.
Citation: Please cite this preprint only for review purposes or for grant applications and CVs (if you are the author).
Final version: If our system detects a final peer-reviewed "version of record" (VoR) published in any journal, a link to that VoR will appear below. Readers are then encourage to cite the VoR instead of this preprint.
Settings: If you are the author, you can login and change the preprint display settings, but the preprint URL/DOI is supposed to be stable and citable, so it should not be removed once posted.
Submit: To post your own preprint, simply submit to any JMIR journal, and choose the appropriate settings to expose your submitted version as preprint.
Twelve tips for teaching neuroanatomy, from the medical students’ perspective
Neuroanatomy is a complex and fascinating subject that is often a daunting prospect for medical students. In fact, the fear of learning neuroanatomy has gained its own name – “neurophobia”.
To tackle “neurophobia” by summarising twelve tips for dynamic and engaging neuroanatomy teaching.
Tips were formulated based on our experiences as three senior medical students and evidence-based techniques.
The 12 tips are (1) Big concepts before fine detail, (2) Draw an annotated diagram, (3) Teach form and function together, (4) Group anatomy into systems, (5) Teach the vasculature, (6) Familiarise students with neuroimaging, (7) Use dissections for haptic learning, (8) Teach from clinical cases, (9) Build from first principles, (10) Try working in reverse, (11) Let the student become the teacher, (12) Let the student become the examiner.
These 12 tips can be used by teachers and students alike to provide a high-yield learning experience.
Request queued. Please wait while the file is being generated. It may take some time.
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.