The current study examined whether the integration of foundational neuroanatomy and neurophysiology content, across a pair of medically-based, disorder-specific courses (motor speech disorders and aphasia), promoted students’ abilities to describe common neurological constructs and apply them to clinical cases. Specifically, student responses to case questions were rubric-scored following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each module’s content. Students’ own perceptions of this integrated curriculum were also surveyed and coded into themes. Rubric scores, evaluating content knowledge of the brainstem, spinal cord, and the neuron, significantly improved from post-module to after in-class augmentation of modules. Likewise, rubric scores, evaluating clinical application, significantly improved from post-module to after in-class augmentation of modules for the areas of the brain, brainstem, spinal cord, and the neuron. The majority of students also believed that the integrated pedagogical methods facilitated their knowledge and application of neuroanatomy and neurophysiology concepts in order to prepare them for core content in both classes.
Vinney, Lisa A. and Harvey, Jennine M.T.
"Bridging the Gap: An Integrated Approach to Facilitating Foundational Learning of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Coursework,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 1:
2, Article 1.
Available at: https://ir.library.illinoisstate.edu/tlcsd/vol1/iss2/1