ArticleBMC medical education2025
A 3-dimensional neuroanatomy pilot course for neurosurgical training amongst learners of differing seniorities.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A comparative study of cerebral anatomy teaching based on 3D body mobile application versus traditional teaching.Frontiers in neuroanatomy · 2026Article
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundMastering neuroanatomy is a cornerstone of neurosurgical training. Conventional neuroanatomy teaching is conducted with 2-dimensional (2D) images in a lecture format. These 2D methods of teaching neuroanatomy may not be adequate in inculcating a telescopic 3-dimensional (3D) visualisation of neuroanatomy which is necessary in neurosurgery. One such manner of nurturing a 3D understanding of anatomy is with the use of 3D stereoscopic photographs of cadaveric specimens. We conducted a neuroanatomy course comprised of such 3D stereoscopic images, to gauge its effectiveness in neuroanatomical learning amongst neurosurgical trainees of differing seniorities.
methodsA 10-session neuroanatomy course was conducted over 3 months in our institution. This course was prepared by the senior author and was composed of 3D stereoscopic visualisation (3DSV) of cadaveric dissections based on the 3D Rhoton collection. The course was administered to neurosurgical practitioners of differing experience and seniority, with each session lasting 2 to 3 hours, with audience interaction. Post-course surveys were conducted to assess usefulness - by utilising questions from the extended Kirkpatrick model, comparing 3DSV to 2D delivery and self-ratings of learner satisfaction and self-confidence. Analysis of the results included analysis of medians and proportions.
resultsTwenty-one participants responded to the survey. Learners were medical officers, junior residents, senior residents and consultants, with the median learner being a junior resident. There was strong agreement amongst learners that the course was enjoyable (85.7%) and that it enhanced their understanding of neuroanatomy (90.5%). The majority of learners (59.0%) indicated that the course inspired behavioural change and that it would contribute positively to anatomy examination performance (71.4%). Compared to 2D delivery, all the participants felt that 3DSV facilitated better spatial understanding of complex neuroanatomical structures and that it helped to increase familiarity with digital learning platforms. The course was accorded a mean grade of 9.1/10 (SD: 0.91). The majority of learners strongly agreed with regards to learner satisfaction (62.8%) and learner self-confidence (52.3%).
conclusionsA structured 3D neuroanatomy course over 10-weeks is highly effective in enhancing spatial understanding, learner satisfaction and self-confidence amongst neurosurgical trainees and practitioners of differing seniorities.
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