Strategies for teaching-learning neuroanatomy: an integrative literature review

Abstract

Introduction:

Most medical students consider neuroanatomy to be a challenging subject, often lacking practical applications due to its extensive and monotonous presentation. Furthermore, over the past few decades, there has been a reduction in the time allocated to the theoretical presentation of neuroanatomy. Recently, during the COVID-19 pandemic, there has been a growing disconnect between teachers and students, exacerbating the challenges in teaching this discipline.

Objective:

This study aimed to conduct an integrative literature review to explore strategies for enhancing the teaching of neuroanatomy in medical undergraduate programs.

Method:

To achieve this objective, we conducted an integrative search of articles published on teaching and learning strategies in neuroanatomy for medical students. We utilized three databases: PubMed, SciELO, and BVS, employing the following keywords and the boolean operator “AND” in both Portuguese and English: “ensino,” “aprendizagem,” “neuroanatomia,” “estudantes de medicina,” and “learning,” “teaching,” “neuroanatomy,” and “medical students.”

Result:

The literature review revealed a growing exploration of new approaches to teaching and learning in neuroanatomy, with a focus on the utilization of technologies such as virtual reality, computer-assisted neuroanatomy courses, anatomical clay models, and the application of clinical case studies.

Conclusion:

In recent years, there has been a noticeable emergence of new teaching and learning strategies in the academic environment, aimed at enhancing students’ knowledge and experience, particularly in the field of neuroanatomy.

Keywords:
Teaching; Learning; Neuroanatomy; Medical students