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Background: Anatomy and Physiology (A&P) serves as a foundational course for students pursuing healthcare professions. However, long-term retention and application of biological knowledge beyond course completion remain challenging, particularly when educational approaches rely heavily on memorization. Despite growing interest in active learning and narrative-based instruction, relatively few studies evaluated long-term retention and transfer of learning beyond course completion. This study examines a neuroscience-informed instructional framework, which we refer to as Neuro-Narrative Pedagogy, grounded in cognitive science and neuroscience research on long-term memory formation and knowledge integration through emotional relevance. Unlike mnemonics, isolated storytelling activities, one-time classroom interventions, or traditional case studies, Neuro-Narrative Pedagogy integrates emotionally meaningful narratives throughout an entire semester to promote conceptual understanding, long-term retention, and transfer of learning. Research Question: Does a semester-long Neuro-Narrative Pedagogy framework support long-term retention, transfer of learning, conceptual integration, and preparedness among undergraduate students pursuing healthcare careers? Study design and Methods: After participating in a semester-long A&P course taught using the Neuro-Narrative Pedagogy approach, anonymous Likert-scale surveys were administered to two cohorts: 1) current A&P students evaluated through pre- and post-course surveys, and 2) former students, who completed the course 1-5 years ago and subsequently entered a healthcare program. Surveys assessed students' self-reported conceptual understanding, integration and retention of concepts, preparedness for future coursework, long-term recall of course narratives, and application. Data supporting effectiveness: Preliminary findings include responses from current (n>60) and former students (n>40). Approximately 94% of respondents selected "Strongly Agree" across multiple domains assessing self-reported conceptual understanding, retention, integration of concepts, and preparedness. Most notably, former students reported remembering specific narratives 1-5 years after course completion and continuing to apply associated concepts in healthcare. Concluding statement: These findings provide preliminary evidence that Neuro-Narrative Pedagogy may support long-term retention, conceptual integration, preparedness for the healthcare field, and transfer of learning.
