{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T02:45:45Z","timestamp":1787453145617,"version":"build-2736575974"},"reference-count":39,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2019,10,22]],"date-time":"2019-10-22T00:00:00Z","timestamp":1571702400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Clinical Anatomy"],"published-print":{"date-parts":[[2020,1]]},"abstract":"<jats:p>Implementing educational activities, such as a wet lab with cadaveric brain dissection, is known to have a direct impact on medical students' motivation. These activities demonstrate the clinical relevance of concepts taught in the classroom setting. The correlation between motivation and academic performance is not clear. First year medical students participated in wet lab activities. The wet lab included cadaveric dissection of the surface and internal anatomy of the brain, as well as discussions facilitated by the neuroscience faculty and clinicians. Discussions were centered around the clinical relevance of the neuroanatomical features dissected during the wet laboratory activities. Following completion of the laboratory activities, students completed a survey, which was used to assess the students' motivation for learning neuroanatomy based on the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation. These results were then correlated with performance on a laboratory examination that tested three\u2010dimensional and cross\u2010sectional knowledge of neuroanatomy and practical skills including the use of imaging techniques. The total mean score of motivation was generally high for all categories of ARCS model of motivation (4.26\/5) and was highest for Relevance (4.46\/5). When these results were correlated with students' performance on the lab examination, a positive correlation between students' motivation and lab examination scores was found (<jats:italic>R<\/jats:italic><jats:sup>2<\/jats:sup> =\u20090.877). Implementation of the neuroanatomy cadaveric dissection lab led to increased student motivation, which was positively correlated with students' academic performance. Clin. Anat. 32:128\u2013135, 2019. \u00a9 2019 Wiley Periodicals, Inc.<\/jats:p>","DOI":"10.1002\/ca.23500","type":"journal-article","created":{"date-parts":[[2019,10,13]],"date-time":"2019-10-13T11:44:09Z","timestamp":1570967049000},"page":"128-135","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["Motivation to Learn Neuroanatomy by Cadaveric Dissection is Correlated with Academic Performance"],"prefix":"10.1002","volume":"33","author":[{"given":"Kellie","family":"Shell","sequence":"first","affiliation":[{"name":"Department of Biomedical Sciences School of Medicine\u2010Greenville, University of South Carolina  Greenville South Carolina"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Edwin","family":"Holt","sequence":"additional","affiliation":[{"name":"Department of Biomedical Sciences School of Medicine\u2010Greenville, University of South Carolina  Greenville South 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