Background: According to most students, neuroanatomy is difficult to learn. Although different approaches have been suggested
for learning neuroanatomical correlations, it seems that none have been effective in aiding learning of afferent and efferent connections.
The aim of this study was to develop an innovative method that will facilitate learning of afferent and efferent nervous
system connections.
Methods: A total of 140 medical students at the Mazandaran University of Medical Sciences participated in the current study, of
which 69 subjects were trained using traditional methods (control group). An innovative method was employed for the remaining
71 subjects (intervention group). In the intervention group, a name and figure were first allocated to each of the nervous system
structures in a way that would remind students of the origin of the structure. The students created 3-part names for the allocated
structures that were, if possible, humorous. The first part was the alternative name for the structure, and the second and third parts
were the alternative names for afferent and efferent structures. The students learned the afferent and efferent connections through
the phrases. Each group passed a 12-item pretest and posttest. Results of the tests were analyzed with SPSS using the paired t-test; P
≤ 0.05 was considered to be significant.
Results: There was no significant difference in the pretest scores between the study groups (control: 1.64 ± 0.86; intervention: 1.60
± 0.89; P = 0.40). The posttest score of the intervention group (8.15 ± 1.16) was significantly higher than that of the control (3.75 ±
0.077; P < 0.001).
Conclusions: An innovative method can facilitate student learning of afferent and efferent nervous system connections.
Keywords: Learning, Afferent, Efferent, Neuroanatom
