Evaluating a bedside tool for neuroanatomical localization with extended‐matching questions

Neuroanatomical localization (NL) is a key skill in neurology, but learners often have difficulty with it. This study aims to evaluate a concise NL tool (NLT) developed to help teach and learn NL. To evaluate the NLT, an extended‐matching questions (EMQ) test to assess NL was designed and validated. The EMQ was validated with fourth‐year medical students and internal medicine and neurology residents. The NLT's usability was evaluated with third‐ and fourth‐year students, and the effectiveness was evaluated with an experimental study of second‐year students, using the EMQ as the outcome measure. Students were taught how to use both the NLT and textbook algorithms (control) to perform NL, then randomized into either group, and only allowed to use their assigned tool to complete the EMQ. Primary outcome was the difference in mean EMQ scores expressed as a percentage of total score. For EMQ validation, students (n = 56) scored lower than residents (n = 50) (76.7% ± 1.7 vs. 83.0% ± 1.6; mean ± standard error of mean, P