A novel three‐dimensional tool for teaching human neuroanatomy

Abstract

Three-dimensional (3-D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross-sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3-D neuroanatomy to first-year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2-D methods. Then, during laboratory review, the experimental group constructed 3-D color-coded physical models of the periventricular structures, while the control group re-examined 2-D brain cross-sections. At the end of the course, 2-D and 3-D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2-D or 3-D visualization, only the scores for the 3-D questions were significantly higher in the experimental group (F1,85 = 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3-D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ2 = 0.14, n.s.). Our results suggest that our 3-D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3-D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery.

The use of simulation in neurosurgical education and training

“…16 In a randomized study using Crayola Model Magic, medical students who constructed 3D color-coded physical models of periventricular structures had significantly higher quiz scores than a control group (using 2D brain cross-sections), especially for questions requiring 3D understanding of periventricular structures. 11 Although no difference in medical school grades was observed, the medical school examinations may not have appropriately tested 3D knowledge. Participants found the model helpful for learning.…”

Learning Human Anatomy Using Three-Dimensional Models Made from Real-Scale Bone Pieces: Experience with the Knee Joint among Pre-Service Biology Teachers

“…This is especially important in the training of biology teachers, who, in addition to internalizing the essentials of human anatomy, will have to pass this information to their future students. Interventions in the teaching of anatomy such as working with 3-D models are currently being used in medical schools in subjects as complex as neuroanatomy (Estevez et al, 2010), which supports the idea that such learning can be effective during the early stages of biology teacher training. The hypothesis of this work is that there is a positive relationship between the use of 3-D models and a real-scale bone base in the study of the locomotor system, leading to improvements in student assessment performance and motivation.…”

Changing Times in Undergraduate Studies on Neuroanatomy

“…However, human dissection has been gradually abandoned in anatomy curriculum 37 . The enormous technological advances allowed to obtain computer-generated images, with multiplanar (virtual 3D) models, that facilitate and improve teaching and learning of anatomy, including neuroanatomy 38,39 . Noninvasive imaging techniques 40 , such as MRI and CT, besides becoming more important diagnostically, also allows in vivo anatomy study, promoting links to clinical practice.…”