Effectiveness of different ways of presenting neuroanatomy illustration in powerpoint slides on nursing student’s short -term learning memory

Abstract

Introduction: Neuroanatomy is considered as difficult subject as it consists mostly of complicated microscopic structures. However, understanding of the subject structure is very important for nursing students to know its functions and dysfunctions for enhancing nursing practices. To date, teaching neuroanatomy relies heavily on illustrations and the most common way is by using PowerPoint slides, but teachers are often faced with dilemma on how to use illustrations effectively. Therefore, this study was conducted to assess the effectiveness of different ways of presenting neuroanatomy illustrations in PowerPoint slides on nursing students’ short[1]term learning memory.

Methods: The quasi-experimental study was conducted at Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan between June 2020 and November 2020 by comparing an Experimental (n= 70) and a Control group (n= 69) of first year nursing students for their ability to answer questions based on those seven-way slides. Independent sample t-test was used for statistical analysis.

Results: Significant difference was found at 95% CI between the performance of the Experimental and Control groups regarding Way 1 (Sequencing of labels) and Way 6 (Magnifying from the original structure) of presentation (tWay 1(135.99) = 2.695, p= .008, d = .458, 95% CI = [0.059, .385]; tWay 6(135.61) = 2.351, p= .020, d = .399, 95% CI = .031, .355], respectively).

Conclusions: The use of different ways like sequencing the labels and magnifying from the original structure of presenting illustration in PowerPoint slides are found to be helpful in increasing short[1]term memory in students.