Designing and evaluating a neuroanatomy learning experience using multiple external representations

Abstract

Neuroanatomy is challenging, requiring multiple external representations (MER) for comprehension. While studies have examined individual representations of neuroanatomy, a gap remains in understanding how students link across MER, especially between technology‐generated representations with everyday experiences. We describe a pilot intervention exploring college students' interactions with MER within a brain anatomy unit, focusing on coordination across representations to support conceptual understanding. The unit featured an apple‐slicing task as a proxy for sectional anatomy and used 3D Slicer software to explore 2D MRI slices alongside 3D reconstructed brain structures. It was piloted with five physical therapy students enrolled in a Neurosciences course in the southeastern U.S. Data collection included pre/post‐tests, audio–video recordings of the implementation, and semi‐structured interviews. Thematic analysis, supplemented by video recordings, was conducted to identify instances of representational interlocking and conceptual development. Patterns observed across the pre/post‐test responses and qualitative data provided insight into areas of conceptual development while also highlighting areas of uncertainty. Emergent themes indicated that everyday representations (e.g., apple‐slicing) functioned as conceptual scaffolds for clarifying terminology and initial sensemaking. Coordination across 2D and 3D representations supported a shift from basic identification toward deeper conceptual understanding. The findings also highlighted the role of instructional guidance in supporting students' navigation across representations. These findings align with prior research on the pedagogical functions of MERs, emphasizing their role in complementing information, constraining interpretations, promoting deeper understanding, and revealing knowledge gaps. They support the value of MER in neuroanatomy education and the need for scaffolding to support representational linking.