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Background <p>Neuroanatomy is widely recognised as a challenging discipline in medical education, with student engagement often limited by its complexity. Active learning strategies, such as pre-class tests, have been proposed to improve preparation and confidence, yet evidence on their impact on student behaviours and perceptions remains scarce.</p> Methods <p>This pilot study explored the effects of pre-class tests on preparation, confidence, and learning strategies among 144 third-year undergraduate students enrolled in a neuroanatomy course at Afe Babalola University, Nigeria. A mixed-methods survey approach was employed, with quantitative data analysed for reliability (Cronbach alpha = 0.78) and qualitative responses subjected to thematic analysis.</p> Results <p>Most students (93.1%) reported appropriate test difficulty, and 41.0% rated the content as highly relevant. Pre-class tests prompted thorough preparation in 80.6% of participants, with 50.7% dedicating over two hours to study. Confidence improved for 63.9% of students, and 48.6% adopted new study strategies. However, 63.9% reported increased stress, with qualitative themes highlighting time constraints, inadequate feedback, and content misalignment.</p> Conclusion <p>As a pilot study, these findings suggest that pre-class tests may be associated with enhanced preparation, confidence, and engagement in neuroanatomy, while revealing stress-related challenges requiring design adjustments. Recommendations include extending test duration, improving feedback, and ensuring content alignment. Future multi-institutional studies are warranted.</p>

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Optimising pre-class tests to enhance student engagement in neuroanatomy: a pilot study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Edem Ekpenyong Edem,
  • Smart Ikechukwu Mbagwu,
  • Adedamola Adediran Fafure,
  • Favour Kelechi Chinyere,
  • Oluwaseun Eniola Adegbilero-Iwari,
  • Adeshina Oloruntoba Adekeye

摘要

Background

Neuroanatomy is widely recognised as a challenging discipline in medical education, with student engagement often limited by its complexity. Active learning strategies, such as pre-class tests, have been proposed to improve preparation and confidence, yet evidence on their impact on student behaviours and perceptions remains scarce.

Methods

This pilot study explored the effects of pre-class tests on preparation, confidence, and learning strategies among 144 third-year undergraduate students enrolled in a neuroanatomy course at Afe Babalola University, Nigeria. A mixed-methods survey approach was employed, with quantitative data analysed for reliability (Cronbach alpha = 0.78) and qualitative responses subjected to thematic analysis.

Results

Most students (93.1%) reported appropriate test difficulty, and 41.0% rated the content as highly relevant. Pre-class tests prompted thorough preparation in 80.6% of participants, with 50.7% dedicating over two hours to study. Confidence improved for 63.9% of students, and 48.6% adopted new study strategies. However, 63.9% reported increased stress, with qualitative themes highlighting time constraints, inadequate feedback, and content misalignment.

Conclusion

As a pilot study, these findings suggest that pre-class tests may be associated with enhanced preparation, confidence, and engagement in neuroanatomy, while revealing stress-related challenges requiring design adjustments. Recommendations include extending test duration, improving feedback, and ensuring content alignment. Future multi-institutional studies are warranted.