title: The student experience of applied equivalence-based instruction for neuroanatomy teaching.
abstract: OBJECTIVE
  Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone 'equivalence-based instruction' (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships.
  
  
  METHODS
  We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes.
  
  
  RESULTS
  We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine.
  
  
  CONCLUSIONS
  These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.
authors.affiliation: Department of Psychology, Aberystwyth University, Aberystwyth, United Kingdom.
authors.forename: W James
authors.identifier: 0000-0002-9532-6163
authors.initials: WJ
authors.lastname: Greville
authors.affiliation: Department of Psychology, Swansea University, Swansea, United Kingdom.|Department of Psychology, Reykjavík University, Reykjavík, Iceland.
authors.forename: Simon
authors.identifier: 0000-0003-1319-4492
authors.initials: S
authors.lastname: Dymond
authors.affiliation: Research in Health Professions Education, Swansea University Medical School, Swansea, United Kingdom.
authors.forename: Philip M
authors.identifier: 0000-0002-5272-7979
authors.initials: PM
authors.lastname: Newton
mesh_terms: D001290:Attitude; D003071:Cognition; D003194:Computer-Assisted Instruction; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005795:Generalization, Stimulus; D006801:Humans; D007858:Learning; D009445:Neuroanatomy / Q000193:education*; D013337:Students, Medical; D013663:Teaching; D013664:Teaching Materials; D009626:Terminology as Topic; D014785:Vision, Ocular; D014796:Visual Perception
keywords: Cognition; Learning; Medical students; Neuroanatomy; United Kingdom