The most recommended neuroanatomy resources for neurosurgeons: an international survery

Abstract

Background: Neuroanatomy is the core basis for neurosurgical excellence. The quantity of accessible neuroanatomy resources has witnessed exponential growth in recent years. Accumulating a list of popular sources and getting them ranked by neurosurgeons was the motivation behind this investigation. Methods: A list of neuroanatomy resources was compiled using Google search wherein multiple sets of variable combinations of keywords were used. A three-section, eleven-item questionnaire was designed by two neurosurgeons and revised by a third independent reviewer. Neurosurgeons from different parts of the world were invited to participate. The participants were asked to rank the neuroanatomy textbook and non-book online source that they would recommend to neurosurgeons and the features that make a textbook appealing to them. Results: A total of 250 neurosurgeons at different levels of training responded to our questionnaire. Overall, “Rhoton’s Cranial Anatomy and Surgical Approach: Albert L. Rhoton Jr., Doctor of Medicine” was the most commonly chosen textbook that the neurosurgeons would use to revise neuroanatomy (86.0%; n = 215), recommend for residents (80.8%; n = 202) and recommend for certified surgeons (Continuing Medical Education (59.8%; n = 150), where applicable. “Illustrations” was rated as the most important neuroanatomy textbook quality by 53% (n = 134). “Rhoton collection” was the most popular online source (65.7%; n = 164.25). Chi-square tests showed no association between years of experience and the textbooks neurosurgeons recommended. Conclusion: Based on our study Rhoton’s book and his online collection are the leading neuroanatomy resources, recommended by neurosurgeons for neurosurgeons worldwide. The other selected resources can be implemented as a complementary part of a comprehensive neuroanatomy teaching curriculum. Knowing the relevance of these assets from a neurosurgeon’s perspective is valuable in directing future educational plan updates and recommendations.

Handmade models for aneurysm surgery: A useful tool for training

“…Detailed neuroanatomy by two-dimensional images of the line diagrams and cadaver dissection images has become part of the neurosurgical training. [ 10 ] Despite having a good concept of neurovascular anatomy, head rotation and extension for most of the aneurysm surgeries make it difficult, especially for a young neurosurgeon or trainee, to visualize AC in the surgical field. High-resolution digital images are being used in recent years after advancements in information technology around the world.…”

“…High-resolution digital images are being used in recent years after advancements in information technology around the world. [ 10 ] Facility of cadaver dissection for neurosurgical training, though not available uniformly at many centers, is very important. Despite all these training methods, anatomical variations in cerebrovascular anatomy are quite common and patient-specific anatomy is a must for planning and execution of surgical clipping of aneurysms.…”

Combined Presigmoid-Subtemporal Approach in a Semi-Sitting Position for Petroclival Meningiomas: A Technical Report

“…Careful neuroanatomical knowledge is mandatory to navigate successfully during surgeries, and mostly in cases involving manipulation of critical neural and vascular structures. Although online education is bringing another view to teach medicine, human cadaveric dissection is still the classical core tool to know and learn neuroanatomy [ 14 , 15 ]. Following this classical view, we clearly identified in our cadaveric material the neuroanatomical region to be operated on and addressed at that time potential complications derived from the planned surgical approach.…”

Current Attitudes Toward Neuroanatomy: A Comparative Cross-Sectional Survey of Neurosurgeons from the United Kingdom and Worldwide

“…There exists a wide range of neuroanatomy resources to assist neurosurgeons in their learning. 12 While printed or online neuroanatomy atlases are widely used, 13 it is commonplace for trainees to supplement their study at their own expense with other didactic teaching courses and in-person or computer-based resources. 10,13,14 This may re ect a lack of organized instruction, or an intrinsic di culty in mastering neuroanatomy.…”

“…12 While printed or online neuroanatomy atlases are widely used, 13 it is commonplace for trainees to supplement their study at their own expense with other didactic teaching courses and in-person or computer-based resources. 10,13,14 This may re ect a lack of organized instruction, or an intrinsic di culty in mastering neuroanatomy. 10 Role-and generational-related differences within and between neurosurgeons and residents may exacerbate this problem further.…”