Learning Brainstem Anatomy using Plastic Cup Models
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New didactic methods have been introduced for teaching gross anatomy and neuroanatomy, which include modern IT technology such as 3-dimensional (3D) printing and virtual (VR) or augmented reality (AR). These methods have been reported to be educationally effective. Despite several 3D or mnemonic devices used for teaching brainstem anatomy, this part of the brain remains difficult to teach and learn. The difficulty may be associated with the compact localization of the components, with many nuclei and tracts packed in a limited space, which are not easily observed by dissection. Cross sectioning and staining of the brainstem have presented obstacles at the authors’ institution, due to limited laboratory time and inconsistent staining results. To overcome these difficulties and improve students’ understanding of brainstem anatomy, we introduced a hands-on practice of modeling during the neuroanatomy course. Students were required to model the brainstem including the nuclei and nerves using three transparent plastic cups (for midbrain, pons, and medulla oblongata), colored clay, thin wire, and colored threads. The brainstem models made by students were evaluated by the teacher. The results of a feedback survey based on a five-point Likert scale showed positive effects of this method.
Abstract
New didactic methods have been introduced for teaching gross anatomy and neuroanatomy, which include modern IT technology such as 3-dimensional (3D) printing and virtual (VR) or augmented reality (AR). These methods have been reported to be educationally effective. Despite several 3D or mnemonic devices used for teaching brainstem anatomy, this part of the brain remains difficult to teach and learn. The difficulty may be associated with the compact localization of the components, with many nuclei and tracts packed in a limited space, which are not easily observed by dissection. Cross sectioning and staining of the brainstem have presented obstacles at the authors’ institution, due to limited laboratory time and inconsistent staining results. To overcome these difficulties and improve students’ understanding of brainstem anatomy, we introduced a hands-on practice of modeling during the neuroanatomy course. Students were required to model the brainstem including the nuclei and nerves using three transparent plastic cups (for midbrain, pons, and medulla oblongata), colored clay, thin wire, and colored threads. The brainstem models made by students were evaluated by the teacher. The results of a feedback survey based on a five-point Likert scale showed positive effects of this method.
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