Background: Functional Neuroanatomy, a CD-ROM and LAN-based interactive neuroanatomical atlas developed at the Faculty of Medicine in the University of Toronto, uses multimedia software to facilitate identification of selected human brain structures and provide functional information. The electronic atlas was designed to facilitate rapid, accurate information retrieval and to increase the ease and retention of learning among diverse students groups (e.g., undergraduate neurobiology, physiotherapy, dental, and medical students, graduate students, and postgraduate professional students).

Purpose: We wished to formatively evaluate the software and investigate to what extent and under what circumstances Functional Neuroanatomy facilitates learning.

Methods: We employed a wide range of evaluation methods and strategies. Our study methods included:

• Think Aloud Sessions: Technology, design and content experts (6) and students enrolled in second year undergraduate neurobiology (5) completed hour long audio-taped and transcribed "think aloud" sessions in which they described their thoughts and activities while interacting with the software.
• A focus group (n=1 to date) was held with first year medical students (7) who had completed "Brain and Behaviour" to characterize their perceptions and use of the program and to gather their opinions on its usefulness as a learning and teaching tool compared to print resources.
• A semi-structured questionnaire (n=7, to date) collected demographic information and perceptions of the software from medical students for comparison with user data collected from the same group.
• Log file analysis (458 user sessions totaling 363 hours of use) of the LAN user sessions (e.g., time per user session, hours of use per day, use of specific components and the self-test option). Anonymous log file data allowed us to correlate reported use of the program and its components with actual use, and minimized user self-report inaccuracies.

Results and Conclusions: Technology, design and content experts and students provided strong praise, as well as usability, content and design critiques that are being incorporated into the software. The use of colour, for example, will be modified to aid colour-blind users. Novice neurobiology students found the software easier and more fun than sometimes overwhelming textbooks. Several medical students noted their initial preference for textbooks, but once they became comfortable with the software they found it easy to use and very helpful. Both user groups perceived the self-quiz, glossary, and brain stem presentations as very useful learning tools. Log file analysis confirms the usefulness of the interactive self quiz as learning and teaching tool; 40% of overall user time was spent there, mostly in the brain stem section (15% of total user time). Although only 5.6% of user time was spent in the ‘deep structures’ movies, users noted that the rotating animations quickly oriented them to 3-D brain structure. Overall this multimedia software appears very useful, especially to visual learners.

BENEFIT TO PARTICIPANTS ATTENDING SESSION:

Participants will gain:

• An understanding as to what extent and under what circumstances this multimedia software facilitates learning in and serves the needs of different user groups (e.g., undergraduate neurobiology compared to medical students).
• An understanding of the utility of various evaluative methods for the development and evaluation of the software.
• An understanding of how the software is used as a learning tool compared with traditional paper-based resources and how it differs in effectiveness.

Joyce Nyhof-Young
Princess Margaret Hospital 5-312
610 University Avenue
Toronto, Ontario
Canada M5G 2M9
Phone: 416-946-4501 X 5838
Fax: 416-946-4442
Email: joyce.nyhof-young@uhn.on.ca

CO-AUTHORS:
Liron Walsh
Dr. Patricia Stewart
Faculty of Medicine, Medical Sciences Building, University of Toronto
Phone: Patricia Stewart 416-978-8963
Email: p.stewart@utoronto.ca