Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy

Abstract

Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia", whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used threedimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence based instruction-rote learning, 5.55% mobile augmented reality, 5.55 % inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy. . She teaches anatomy, neuroanatomy and microscopic anatomy to physiotherapy and medical students. Her research interest is focused on central nervous system disorders and medical education. VITTORIO MAZZARELLO, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to biological sciences and medical students. His research interest includes skin diseases, paleoanthropology and medical education. PASQUALE BANDIERA, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to medical and health care professions students. His research interest is in anthropology, paleoanthropology and medical education.ROBERTO MADEDDU, M.D., Ph.D., is an assistant professor . He teaches histology to medical and health care professions students. His research is focused on medical education, cancer stem cells and heavy metals. 27ANDREA MONTELLA, M.D., is a full professor

Evaluation of Performance and Perception of Learning in Teaching Human Anatomy: Traditional Method vs Constructivist Method

“…Nowadays, technological advances have generated many subsidies for teaching. In this sense, there is growing consensus that combinations between technological and pedagogical resources can provide benefits to the performance and, consequently, the learning of the students in the teaching of Human Anatomy (Lochner et al, 2016;Trelease, 2016;Oliveira et al, 2019;Sotgiu et al). This condition is reported by students, who demonstrate that they benefit more from the traditional method when it is accompanied by complementary pedagogical resources, e.g., synthetic models, virtual reality (3D visualization), and multimodal approaches (Papa & Vaccarezza, 2013;Estai & Bunt;Ruzycki et al).…”

“…Although it is a classical science, it continues to present great relevance in the training of university students in health areas, as professionals will use this knowledge in their practical activities (Ruzycki et al, 2019). In this context, research has been carried out with the aim of verifying the best teaching-learning strategy in Human Anatomy (Estai & Bunt, 2016;Clunie et al, 2018;Sotgiu et al, 2019;Zilverschoon et al, 2019).…”

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

“…However, we hypothesize that this difference may be due to almost half of the neuroanatomy courses being taught within the gross anatomy courses, similar to Canada (Rockarts et al, 2020). Modernization of this course is needed in Mexico to foster higher learning (Johnson et al, 2012; Palomera et al, 2014; de Faria et al, 2016), including the implementation of other pedagogical tools such as 3D digital modeling and virtual reality (Arantes et al, 2018; Sotgiu et al, 2020).…”

Future of Neurology & Technology: Virtual and Augmented Reality in Neurology and Neuroscience Education

“…During the last two decades, VR and AR tools have been used to teach basic and advanced neuroanatomy to enhance, or replace, traditional cadaveric dissection. A recent review of studies using different methods to teach neuroanatomy showed that nearly half of these already takes advantage of 3D teaching tools or AR 3 . A cross-over design study was performed to assess the potential benefits of cadaveric versus 3D computer-based learning of neuroanatomy.…”