Embedding virtual tools and innovative approaches in neuroanatomy teachings: A single center pilot and feasibility experience

Abstract

A solid knowledge of neuroanatomy is essential given the rapidly increasing use of neuroimaging in clinical practice. As a result, developing innovative and engaging methods to support students throughout the learning process has become a central topic of interest. Implementing digital tools and interactive approaches represents an elegant and promising solution. At our University, the international degree program in Medicine and Surgery (IMS)—taught entirely in English and welcoming students from all over the world—was established in the 2017–2018 academic year. IMS follows a specific framework for teaching human anatomy: during the first year, students attend a course entitled Fundamentals of Human Morphology, which provides the foundational knowledge needed for their training. In subsequent years, anatomy is revisited through the so‑called vertical tracks, in which it is presented from a clinically oriented perspective. Moreover, the number of IMS students is smaller than in the Italian course (n < 50), making IMS an ideal environment in which to introduce and implement innovative strategies relying heavily on virtual dissections, gamification, and flipped‑classroom approaches in a pilot and feasibility phase. In this paper, we describe the implementation of the advanced neuroanatomy course, designed to achieve a seamless integration of frontal lectures and interactive teaching methods. Survey results from 30 voluntary participants demonstrated high satisfaction, with median scores of 9.5/10 for the use of the virtual dissection table compared to textbooks, and 10/10 for the gamification tournament. Knowledge retention improved from a mean baseline score of 64% correct answers in the pre-test to over 85% of students answering all questions correctly in the post-test, confirming the feasibility and potential efficacy of this interactive curriculum.