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Journal articles on the topic 'Neuroanatomy'

To see the other types of publications on this topic, follow the link: Neuroanatomy.

Author: Grafiati

Published: 4 June 2021

Last updated: 24 February 2024

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1

Rodrigues, Fabiano de Abreu. "NEUROANATOMIA DAS CORES - COLOR NEUROANATOMY." BRAZILIAN JOURNAL OF DEVELOPMENT 8, no. 1 (January 1, 2022): 2936–44. http://dx.doi.org/10.34117/bjdv8n1-193.

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A incidência de luz em determinados objetos emite diferentes freqüências e tamanhos de ondas eletromagnéticas que ao serem captadas pela retina, enviam um sinal para o córtex visual que organiza a imagem e gera uma determinada coloração, sendo assim a percepção da cor é uma interação entre ondas, olhos e cérebro. O presente artigo tem como objetivo uma revisão literária sobre o processo de captação de luz até a percepção da cor no cérebro e discorrer sobre como determinadas cores podem influenciar comportamentos.

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2

MEIRA, Alex Tiburtino, Gustavo Leite FRANKLIN, Francisco CARDOSO, Hélio Afonso Ghizoni TEIVE, Orlando Graziani Povoas BARSOTTINI, and José Luiz PEDROSO. "Professor Ângelo Machado: career, scientific contributions, and the iconic neuroanatomy book." Arquivos de Neuro-Psiquiatria 79, no. 12 (December 2021): 1149–52. http://dx.doi.org/10.1590/0004-282x-anp-2021-0172.

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ABSTRACT Professor Ângelo Barbosa Monteiro Machado (May 22, 1934 to April 6, 2020) was one of the most outstanding and respected professors in the Brazilian history. He worked broadly as a professor, neuroscientist, writer, dramaturgist, neurobiologist, and entomologist. The publication of the neuroanatomy book is pioneer, revolutionary, and iconic in the history of academic medical education in Brazil. In the literature field, he also wrote many books in which he adapted scientific knowledge to children. In this article, the authors approach the academic life of Professor Ângelo Machado and the steps that culminated in the most renowned Brazilian textbook of neuroanatomy: Neuroanatomia Funcional.

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3

Burrows, Miles. "Neuroanatomy." British Journal of Psychiatry 202, no. 1 (January 2013): 34. http://dx.doi.org/10.1192/bjp.bp.111.103044.

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4

Boss, Barbara J., and Ann Coghian Stowe. "Neuroanatomy." Journal of Neuroscience Nursing 18, no. 4 (August 1986): 214–28. http://dx.doi.org/10.1097/01376517-198608000-00013.

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5

Goldman-Rakic, P. S. "Neuroanatomy." Journal of Chemical Neuroanatomy 10, no. 1 (February 1996): 73–74. http://dx.doi.org/10.1016/s0891-0618(96)90017-4.

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6

SchÃ¼z, Almut. "Neuroanatomy." Scholarpedia 3, no. 3 (2008): 3158. http://dx.doi.org/10.4249/scholarpedia.3158.

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7

VALLAR, G. "Neuroanatomy of Cognition, Neuroanatomy and Cognition." Cortex 40, no. 1 (2004): 223–25. http://dx.doi.org/10.1016/s0010-9452(08)70959-6.

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8

Angelo, Felippe T., Raphael Voltoline, Giuliano R. Gonçalves, and Shin-Wu Ting. "Interactive Individualized Neuroanatomy Labeling for Neuroanatomy Teaching." Journal of WSCG 22, no. 1-2 (2021): 29–38. http://dx.doi.org/10.24132/jwscg.2021.29.4.

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As the imaging technology and the understanding of neurological disease improve, a solid understanding of neu-roanatomy has become increasingly relevant. Neuroanatomy teaching includes the practice of cadaveric dissectionand neuroanatomy atlases consisting of images of a brain with its labeled structures. However, the natural inter-individual neuroanatomical variability cannot be taken into account. This work addresses the individual grossneuroanatomy atlas that could enrich medical students’ experiences with various individual variations in anatomi-cal landmarks and their spatial relationships. We propose to deform the CerebrA cortical atlas into the individualanatomical magnetic resonance imaging data to increase students’ opportunity to contact normal neuroanatomicalvariations in the early stages of studies. Besides, we include interactive queries on the labels/names of neu-roanatomical structures from an individual neuroanatomical atlas in a 3D space. An implementation on top ofSimpleITK library and VMTK-Neuro software is presented. We generated a series of surface and internal neu-roanatomy maps from 16 test volumes to attest to the potential of the proposed technique in brain labeling. Forthe age group between 10 to 75, there is evidence that the superficial cortical labeling is accurate with the visualassessment of the degree of concordance between the neuroanatomical and label boundaries.

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9

Smentkoski, Isabelle Poleto, Letícia Sayuri Ribeiro Sazaka, Gabriela Mariano Tomé, Henrique Guilherme Santos Martins, Carolina Guarini Marcelino, Bruno Miguel Nogueira Souza, and Roberta Ekuni. "O ensino de Histologia e Neuroanatomia por meio de jogos e materiais didáticos: experiência extensionista de uma educação não-formal." Revista Brasileira de Extensão Universitária 11, no. 3 (September 9, 2020): 301–13. http://dx.doi.org/10.36661/2358-0399.2020v11i3.11481.

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O ensino de Neuroanatomia e Neuro-Histologia pode ser facilitado pelo uso de jogos e materiais didáticos. No “Conhecendo o Cérebro 2019”, ação extensionista executada por alunos e docentes da instituição focando na divulgação científica, dois estandes apresentaram atividades lúdicas abordando Neuroanatomia e Neuro-Histologia. O objetivo desse trabalho é relatar as propostas e fornecer subsídios para sua réplica. A ação foi dividida em três etapas: explicação sobre o encéfalo, com mostra de peças anatômicas reais e modelo didático; visualização de corte histológico do encéfalo, por meio do microscópio óptico e modelo didático inclusivo; e jogos para reforçar as informações apreendidas. Como resultado, 335 estudantes da Educação Básica, universitários e pessoas do público geral visitaram o evento e interagiram com as propostas didáticas fornecidas nos estandes. Eles fizeram perguntas, manipularam os materiais didáticos e jogaram o Jogo da memória dos lobos cerebrais. Além dessa interação e contribuição para com a alfabetização científica da comunidade externa, ações que divulgam a ciência também são importantes para o crescimento intelectual e profissional dos alunos. Sugere-se que os materiais didáticos descritos no trabalho sejam utilizados como recurso pedagógico, a fim de facilitar o aprendizado de Neuroanatomia e Neuro-Histologia. Palavras-chave: Neurociências; Educação Básica; Ensino; Extensão Universitária Teaching of Neurohistology and Neuroanatomy through games and didactics materials: extension experience of a non-formal education Abstract: Teaching neuroanatomy and neurohistology can be facilitated by the use of games and teaching materials. In "Knowing the Brain 2019", an extension action carried out by students and teachers of the institution focusing on scientific dissemination, two stands proposed recreational activities addressing neuroanatomy and neurohistology. The purpose of this work is to report the proposals and provide subsidies for their reply. The action was divided into three stages: explaining the brain with a sample of real anatomical pieces and a didactic model; visualization of a histological section of the brain through the optical microscope and an inclusive didactic model; and games to reinforce the information learned. As a result, 335 Basic Education students, university students, and the general public visited the event and interacted with the stands' didactic proposal. The visitors asked questions, manipulated the teaching materials, and played with the memory game of the lobes. In addition to this interaction and contribution to the scientific literacy of the external community, actions that disseminate science are also important for students' intellectual and professional growth. It is suggested that the teaching materials described here can be used to facilitate neuroanatomy and neurohistology learning. Keywords: Neuroscience; Basic Education; Teaching; University Extension

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10

Kaye, Andrew H. "Functional neuroanatomy." Medical Journal of Australia 172, no. 2 (January 2000): 66. http://dx.doi.org/10.5694/j.1326-5377.2000.tb139201.x.

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11

Skorin,, Leonid. "Correlative Neuroanatomy." Journal of the American Osteopathic Association 95, no. 11 (November 1, 1995): 679A. http://dx.doi.org/10.7556/jaoa.1995.95.11.679a.

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12

Benjamin, Sheldon. "Clinical Neuroanatomy." Journal of Clinical Psychiatry 71, no. 05 (May 15, 2010): 657–58. http://dx.doi.org/10.4088/jcp.10bk06053whi.

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13

&NA;. "Test: Neuroanatomy." Journal of Neuroscience Nursing 18, no. 4 (August 1986): 229–30. http://dx.doi.org/10.1097/01376517-198608000-00014.

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14

Sharrow, Zachary. "Neuroanatomy Resources." Journal of Electronic Resources in Medical Libraries 12, no. 1 (January 2, 2015): 83–88. http://dx.doi.org/10.1080/15424065.2015.1001965.

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15

Turner, AJ. "Fundamental Neuroanatomy." Biochemical Education 15, no. 3 (July 1987): 161. http://dx.doi.org/10.1016/0307-4412(87)90066-5.

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16

Stern, Claudio. "Fundamental neuroanatomy." Neurochemistry International 10, no. 4 (January 1987): 596. http://dx.doi.org/10.1016/0197-0186(87)90093-3.

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17

JASKIW, GEORGE E. "Fundamental Neuroanatomy." American Journal of Psychiatry 144, no. 9 (September 1987): 1233—a—1234. http://dx.doi.org/10.1176/ajp.144.9.1233-a.

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18

Berzhanskaya, Julia, and Giorgio Ascoli. "Computational neuroanatomy." Scholarpedia 3, no. 3 (2008): 1313. http://dx.doi.org/10.4249/scholarpedia.1313.

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19

Nowinski, Wieslaw L. "Advances in Neuroanatomy through Brain Atlasing." Anatomia 2, no. 1 (January 19, 2023): 28–42. http://dx.doi.org/10.3390/anatomia2010004.

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Human brain atlases are tools to gather, present, use, and discover knowledge about the human brain. The developments in brain atlases parallel the advances in neuroanatomy. The brain atlas evolution has been from hand-drawn cortical maps to print atlases to digital platforms which, thanks to tremendous advancements in acquisition techniques and computing, has enabled progress in neuroanatomy from gross (macro) to meso-, micro-, and nano-neuroanatomy. Advances in neuroanatomy have been feasible because of introducing new modalities, from the initial cadaveric dissections, morphology, light microscopy imaging and neuroelectrophysiology to non-invasive in vivo imaging, connectivity, electron microscopy imaging, genomics, proteomics, transcriptomics, and epigenomics. Presently, large and long-term brain projects along with big data drive the development in micro- and nano-neuroanatomy. The goal of this work is to address the relationship between neuroanatomy and human brain atlases and, particularly, the impact of these atlases on the understanding, presentation, and advancement of neuroanatomy. To better illustrate this relationship, a brief outline on the evolution of the human brain atlas concept, creation of brain atlases, atlas-based applications, and future brain-related developments is also presented. In conclusion, human brain atlases are excellent means to represent, present, disseminate, and support neuroanatomy.

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20

Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.

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21

de Abreu, Tainá, Maria Clotilde Henriques Tavares, Rafael Bretas, Rosângela Correa Rodrigues, Alcides Pissinati, and Tales Alexandre Aversi-Ferreira. "Comparative anatomy of the encephalon of new world primates with emphasis for the Sapajus sp." PLOS ONE 16, no. 9 (September 1, 2021): e0256309. http://dx.doi.org/10.1371/journal.pone.0256309.

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Studies about the anatomy of the New World Primates are scarce, mainly comparative neuroanatomy, then a morphological comparative analysis about the tropical Primates were performed and a effort was made for an Old World Primates and modern humans relationship for the obtained data; plus, comments about behavior e and allometry were performed to try link the high cognition and abilities of the Sapajus with the neuroanatomical results, however, despite the deep neuroanatomic data obtained, we do not found an intrinsic relation to explain that.

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22

Ramakrishnan, J., G. Ravi Sankar, and K. Thavamani. "A Scientometric Study on Neuroanatomy Literature." Indian Journal of Information Sources and Services 12, no. 1 (April 27, 2022): 34–46. http://dx.doi.org/10.51983/ijiss-2022.12.1.3102.

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The contributions of literature in the field of Neuroanatomy in MEDLINE database which covered in PubMed is discussed in this paper. The literature covered in the database all through the years i.e. 1980-2019 was taken into consideration for this study. MEDLINE concealed the maximum of 9350 records in the field of Neuroanatomy. The United States is the prime publisher in the field of Neuroanatomy literature as per this study. 96.33% of records covered in English language in this analysis. There is a fluctuation trend in the study of Relative Growth Rate (RGR) and also in Doubling time (Dt) when calculated by year-wise. A complete of 85.71% of papers is written by way of multi-authors. The ratio represents the single and multi-authors’ papers is 1:7 in the area of Neuroanatomy literature. It was determined that meager percent i.e. 0.46% of records represent nameless authorship. The year-wise Degree of Collaboration shows the ratio in-between 0.38 to 0.94 in the field of Neuroanatomy literature. The Co-Authorship Index (CAI) for greater than two authors’ papers was lower in the first, second, and third blocks and enriched in the fourth block in this study. The average Collaborative Co-efficient (CC) has been arrived at 0.55 which indicates huge wide variety of contributions became by multiple authors papers in the subject of Neuroanatomy literature. The total study exposed that the multi-authors’ papers are lead in the Neuroanatomy research. It additionally indicates that the collaboration in Neuroanatomy research is in a growing trend in current years.

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23

Zola-Morgan, S., and L. R. Squire. "Neuroanatomy of Memory." Annual Review of Neuroscience 16, no. 1 (March 1993): 547–63. http://dx.doi.org/10.1146/annurev.ne.16.030193.002555.

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24

Santer, R. M. "ATLAS OF NEUROANATOMY." Brain 125, no. 10 (October 1, 2002): 2364–65. http://dx.doi.org/10.1093/brain/awf218.

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25

Mahadevan, Vishy. "Neuroanatomy: an overview." Surgery (Oxford) 36, no. 11 (November 2018): 597–605. http://dx.doi.org/10.1016/j.mpsur.2018.09.010.

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26

Ebner, Timothy J. "Basic Human Neuroanatomy." Neurosurgery 34, no. 2 (February 1994): 378. http://dx.doi.org/10.1227/0006123-199402000-00031.

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27

Heimer, Lennart, and Yasmin Hurd. "Neuroanatomy for psychiatrists." European Psychiatry 17, S2 (May 2002): 285s—286s. http://dx.doi.org/10.1016/s0924-9338(02)85034-9.

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28

Amaral, David G., Cynthia Mills Schumann, and Christine Wu Nordahl. "Neuroanatomy of autism." Trends in Neurosciences 31, no. 3 (March 2008): 137–45. http://dx.doi.org/10.1016/j.tins.2007.12.005.

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29

Revest, Patricia. "Neuroanatomy Interactive Syllabus." Trends in Neurosciences 22, no. 10 (October 1999): 482–83. http://dx.doi.org/10.1016/s0166-2236(99)01470-8.

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30

Muñoz-Ruiz, Lorenzo. "High-yield neuroanatomy." Surgical Neurology 45, no. 2 (February 1996): 196. http://dx.doi.org/10.1016/s0090-3019(96)80017-6.

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Ebner, Timothy J. "Basic Human Neuroanatomy." Neurosurgery 34, no. 2 (February 1, 1994): 378. http://dx.doi.org/10.1227/00006123-199402000-00031.

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32

Abimbola, Oluseye, and Adelola Adeloye. "Making neuroanatomy easy." BMJ 334, Suppl S6 (June 1, 2007): 0706217. http://dx.doi.org/10.1136/sbmj.0706217.

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33

Braff, D. L., and N. R. Swerdlow. "Neuroanatomy of Schizophrenia." Schizophrenia Bulletin 23, no. 3 (January 1, 1997): 509–12. http://dx.doi.org/10.1093/schbul/23.3.509.

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34

Harcourt-Brown, Tom. "Neuroanatomy for clinicians." Veterinary Record 174, no. 14 (April 3, 2014): 354.2–354. http://dx.doi.org/10.1136/vr.g2502.

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35

KRUGER, L. "Neuroanatomy: The Thalamus." Science 232, no. 4753 (May 23, 1986): 1028–29. http://dx.doi.org/10.1126/science.232.4753.1028-a.

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36

Benson, D. Frank. "Book ReviewFundamental Neuroanatomy." New England Journal of Medicine 314, no. 18 (May 1986): 1196. http://dx.doi.org/10.1056/nejm198605013141820.

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Ebner, Timothy J. "Basic Human Neuroanatomy." Neurosurgery 34, no. 2 (February 1994): 378. http://dx.doi.org/10.1097/00006123-199402000-00031.

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38

Stevens, Janice R. "Fundamentals of Neuroanatomy." Journal of Nervous and Mental Disease 176, no. 2 (February 1988): 128. http://dx.doi.org/10.1097/00005053-198802000-00014.

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39

Dalkhsuren, Shine-Od. "Snell's Clinical Neuroanatomy." Central Asian Journal of Medical Sciences 6, no. 3 (September 30, 2020): 208–9. http://dx.doi.org/10.24079/cajms.2020.09.013.

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40

Hoz, Samer S., Awfa A. Aktham, Zahraa F. Al-Sharshahi, Ignatius N. Esene, Dominic Mahoney, Bipin Chaurasia, Sameh E. Radwan, et al. "The most recommended neuroanatomy resources for neurosurgeons: an international survery." Surgical Neurology International 12 (January 13, 2021): 11. http://dx.doi.org/10.25259/sni_501_2020.

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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.

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Hall, Samuel, Octavia Kurn, Deepika Anbu, Eva Nagy, Oliver Dean, Alistair Robson, Charles Taylor, et al. "Introduction of the Modified Neuroanatomy Motivation Questionnaire and Its Role in Comparing Medical Student Attitudes Towards Learning Neuroanatomy Between Neuro-enthusiasts and Standard Students." Medical Science Educator 31, no. 6 (October 14, 2021): 1823–30. http://dx.doi.org/10.1007/s40670-021-01371-2.

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Abstract Background Neurophobia has been identified as a potential barrier to adequate knowledge of neurology in the medical community, and therefore to patient safety. There is a drive to identify the source of neurophobia, in the hope of tackling it. Comparing the learning motivations of standard medical students with those who enjoy neuroanatomy may be a way of doing this. Methods The science motivation questionnaire (SMQ) was modified for neuroanatomy. It was distributed to three cohorts of second year medical students and students attending the extracurricular National Undergraduate Neuroanatomy Competition (NUNC). Cohen’s D test for effect size was used to compare standard medical students and those attending the NUNC. Results Five hundred ninety-seven questionnaires were completed by second year students, and 320 by NUNC attendees. The differences in motivation to learn neuroanatomy between the 2 groups mainly fell into themes of career motivation, personal relevance, intrinsic motivation and assessment anxiety. Conclusion This study has demonstrated the use of the SMQ in neuroanatomy, and found differences in motivators to learn neuroanatomy between self-selecting “neurophiles” and standard medical students, mainly relating to intrinsic motivation and its role in their lives. More research is needed to further explore these differences and how they might apply to interventions in medical school curricula.

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Hall, Samuel, Octavia Kurn, Deepika Anbu, Eva Nagy, Oliver Dean, Alistair Robson, Charles Taylor, et al. "Introduction of the Modified Neuroanatomy Motivation Questionnaire and Its Role in Comparing Medical Student Attitudes Towards Learning Neuroanatomy Between Neuro-enthusiasts and Standard Students." Medical Science Educator 31, no. 6 (October 14, 2021): 1823–30. http://dx.doi.org/10.1007/s40670-021-01371-2.

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Abstract Background Neurophobia has been identified as a potential barrier to adequate knowledge of neurology in the medical community, and therefore to patient safety. There is a drive to identify the source of neurophobia, in the hope of tackling it. Comparing the learning motivations of standard medical students with those who enjoy neuroanatomy may be a way of doing this. Methods The science motivation questionnaire (SMQ) was modified for neuroanatomy. It was distributed to three cohorts of second year medical students and students attending the extracurricular National Undergraduate Neuroanatomy Competition (NUNC). Cohen’s D test for effect size was used to compare standard medical students and those attending the NUNC. Results Five hundred ninety-seven questionnaires were completed by second year students, and 320 by NUNC attendees. The differences in motivation to learn neuroanatomy between the 2 groups mainly fell into themes of career motivation, personal relevance, intrinsic motivation and assessment anxiety. Conclusion This study has demonstrated the use of the SMQ in neuroanatomy, and found differences in motivators to learn neuroanatomy between self-selecting “neurophiles” and standard medical students, mainly relating to intrinsic motivation and its role in their lives. More research is needed to further explore these differences and how they might apply to interventions in medical school curricula.

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43

Nowinski, W. L., and B. C. Chua. "Stroke Atlas: A 3D Interactive Tool Correlating Cerebrovascular Pathology with Underlying Neuroanatomy and Resulting Neurological Deficits." Neuroradiology Journal 26, no. 1 (February 2013): 56–65. http://dx.doi.org/10.1177/197140091302600110.

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Understanding stroke-related pathology with underlying neuroanatomy and resulting neurological deficits is critical in education and clinical practice. Moreover, communicating a stroke situation to a patient/family is difficult because of complicated neuroanatomy and pathology. For this purpose, we created a stroke atlas. The atlas correlates localized cerebrovascular pathology with both the resulting disorder and surrounding neuroanatomy. It also provides 3D display both of labeled pathology and freely composed neuroanatomy. Disorders are described in terms of resulting signs, symptoms and syndromes, and they have been compiled for ischemic stroke, hemorrhagic stroke, and cerebral aneurysms. Neuroanatomy, subdivided into 2,000 components including 1,300 vessels, contains cerebrum, cerebellum, brainstem, spinal cord, white matter, deep grey nuclei, arteries, veins, dural sinuses, cranial nerves and tracts. A computer application was developed comprising: 1) anatomy browser with the normal brain atlas (created earlier); 2) simulator of infarcts/hematomas/aneurysms/stenoses; 3) tools to label pathology; 4) cerebrovascular pathology database with lesions and disorders, and resulting signs, symptoms and/or syndromes. The pathology database is populated with 70 lesions compiled from textbooks. The initial view of each pathological site is preset in terms of lesion location, size, surrounding surface and sectional neuroanatomy, and lesion and neuroanatomy labeling. The atlas is useful for medical students, residents, nurses, general practitioners, and stroke clinicians, neuroradiologists and neurologists. It may serve as an aid in patient-doctor communication helping a stroke clinician explain the situation to a patient/family. It also enables a layman to become familiarized with normal brain anatomy and understand what happens in stroke.

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44

Whiting, Harrison, Conner Blackmore, Julian Vitali, Tracey Langfield, Kay Colthorpe, Hardy Ernst, and Louise Ainscough. "Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy." International Journal of Higher Education 11, no. 4 (March 17, 2022): 191. http://dx.doi.org/10.5430/ijhe.v11n4p191.

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Anatomical dissections and prosected cadaveric specimens are currently believed to be the most beneficial delivery method for tertiary anatomy education. However, there is increasing demand within the tertiary medical education community for alternative delivery methods to complement current teaching practices, particularly in the complex field of neuroanatomy. To ensure that students learning of neuroanatomy is effective, it is necessary to take an evidenced-based approach. Therefore, this review will compare and contrast the different factors involved in learning neuroanatomy and the different modalities that can be used to teach this complex topic. Further, this review will also highlight the differences between individual and mixed-model delivery systems, which may influence the current pedagogies surrounding tertiary neuroanatomy in the dynamic educational setting.

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Whiting, Harrison, Conner Blackmore, Julian Vitali, Tracey Langfield, Kay Colthorpe, Hardy Ernst, and Louise Ainscough. "Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy." International Journal of Higher Education 11, no. 4 (March 17, 2022): 192. http://dx.doi.org/10.5430/ijhe.v11n4p192.

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Anatomical dissections and prosected cadaveric specimens are currently believed to be the most beneficial delivery method for tertiary anatomy education. However, there is increasing demand within the tertiary medical education community for alternative delivery methods to complement current teaching practices, particularly in the complex field of neuroanatomy. To ensure that students learning of neuroanatomy is effective, it is necessary to take an evidenced-based approach. Therefore, this review will compare and contrast the different factors involved in learning neuroanatomy and the different modalities that can be used to teach this complex topic. Further, this review will also highlight the differences between individual and mixed-model delivery systems, which may influence the current pedagogies surrounding tertiary neuroanatomy in the dynamic educational setting.

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Newman, Hamish, Sandra Carr, and Amanda Meyer. "Role of spatial ability, motivation and anxiety in learning neuroanatomy." Focus on Health Professional Education: A Multi-Professional Journal 23, no. 1 (March 31, 2022): 1–16. http://dx.doi.org/10.11157/fohpe.v23i1.532.

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Introduction: In the last decade, medical student neuroanatomy knowledge has been below an acceptable level. Teaching interventions targeted towards factors relevant to learning neuroanatomy, such as spatial ability or motivation, may be developed to improve knowledge acquisition and long-term retention. This paper seeks to characterise the relationship between spatial ability, motivation and anxiety on learning neuroanatomy. Methods: Students (n = 131) enrolled in a neuroanatomy course (males n = 53; females n = 78; age = 22±6 [mean ± SD] years) completed a mental rotations test (MRT), condensed Motivated Strategies for Learning Questionnaire (MSLQ) and Depression, Anxiety and Stress Scales (DASS-21) survey to assess spatial ability, motivation and anxiety, respectively. Spearman correlations were calculated between students’ scores on these tools and examination/unit results. Results: Final unit score and perceived task value were weakly positively correlated (rs = 0.22, p = 0.016, n = 112), whereas final unit score and anxiety were weakly negatively correlated (rs = -0.22, p = 0.04, n = 82). There was a weak positive correlation between spatial ability and spatial MCQ results (rs = 0.232, p = 0.016, n = 108) but no other assessment modality. Conclusions: Targeting interventions to increase students’ perceptions of the value of learning neuroanatomy and to reduce anxiety will further improve student performance in this subject. Data from this report may guide the development of personalised educational techniques with the aim of improving knowledge acquisition. Future research into devising these interventions and characterising their effect on neuroanatomy learning would be beneficial.

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I, Maslarski, and Ingilizova G. "Model of integration in the prevention of psychoactive dependence during the study of anatomy." MOJ Biology and Medicine 6, no. 3 (2021): 130–32. http://dx.doi.org/10.15406/mojbm.2021.06.00144.

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In the event of a global approach to neuroanatomy and its place in the teaching programme during anatomy, this case will not have a consistent response and a panacea for the exact model of teaching. Neuroanatomy can be included in a spiral-like and teaching aiming to consistently further develop knowledge along the years of study, not to be included as an isolating topic. This study introduces a model for the prevention of psychoactive dependence and its integration in the field of neuroanatomy. The model is expressed in six phases.

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Khonsary, Seyed Ali. "Atlas of Functional Neuroanatomy." Surgical Neurology International 13 (June 3, 2022): 238. http://dx.doi.org/10.25259/sni_424_2022.

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Sheetz, Tyler, J. Quentin Clemens, and Irene Crescenze. "Neuroanatomy of Bladder Pain." Current Bladder Dysfunction Reports 16, no. 3 (June 15, 2021): 41–45. http://dx.doi.org/10.1007/s11884-021-00629-0.

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Yağmurlu, Kaan. "Editorial: Neurosurgery and Neuroanatomy." Brain Sciences 12, no. 3 (March 2, 2022): 341. http://dx.doi.org/10.3390/brainsci12030341.

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Microsurgical anatomy is not only the backbone for neurosurgical operations, but also for technological innovations, novel surgical techniques, a better understanding of the etiopathogenesis of pathologies, and translational medicine from neuroscience to daily clinical practice [...]

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