Impact of a Virtual Support Program on Student Success in Neuroscience and Neuroanatomy Courses: Opportunities and Challenges

We investigated the outcomes of a novel neuroscience and neuroanatomy support program (NSP) developed and implemented in the pre-professional phase of an accredited Bachelor of Science/ Master of Science occupational therapy (OT) program. This research demonstrates the potential of targeted small group tutoring as an effective means to promote student success and retention. Modeled after Response to Intervention programs, we used a three-tiered approach to support student success. All students received standard lecture content (Tier 1). Students who desired extra help attended an optional recitation (Tier 2) and students who received a score of 70% or lower on one or more exams were invited to participate in the NSP (Tier 3), which included both instrumental (concept review, study skills development), and psychosocial support in small groups that were formed based on responses to the Study Skills Inventory. Each NSP group met virtually once a week for an hour. Program success was measured by the number of students who failed at least one neuroscience and/or neuroanatomy exam and ultimately passed the course. Changes in student success between 2021 (no NSP) and 2022-2023 (NSP) were assessed. Analysis found a significant association between course year and number of students failing. While students failed at least one exam at similar rates all three years, significantly more students ultimately passed the courses in 2022 and 2023, when the support program was implemented. Results provide grounds for development and implementation of this support program and others like it to increase student achievement and retention in a university setting.