Estratégias de ensino-aprendizagem de neuroanatomia: uma revisão integrativa da literatura / Strategies for teaching-learning neuroanatomy: an integrative literature review

Resumo Introdução: Uma significativa parcela dos estudantes de Medicina considera a neuroanatomia um conteúdo de difícil compreensão, muitas vezes desprovido de aplicações práticas devido à sua extensa e monótona apresentação. Além disso, ao longo das últimas décadas, houve uma redução no tempo dedicado à apresentação teórica da neuroanatomia. Corroborando tal afirmativa, durante a pandemia de Covid-19, observou-se um distanciamento crescente entre professores e alunos, o que, por sua vez, agravou ainda mais os desafios no ensino da disciplina. Objetivo: Este estudo possui como objetivo realizar uma revisão integrativa da literatura no intuito de explorar estratégias para aperfeiçoamento do ensino da neuroanatomia no curso superior de Medicina. Método: Para atingir esse objetivo, os subscritores efetivaram uma pesquisa integrativa de artigos publicados sobre estratégias de ensino-aprendizagem de neuroanatomia para estudantes de Medicina no período entre 1º de janeiro de 2000 e 26 de maio de 2023. Para obtenção de tais dados, os autores utilizaram três bases de dados - PubMed, SciELO e BVS -, empregando os seguintes descritores e o operador booleano "AND" em ambos os idiomas (português e inglês): "ensino", "aprendizagem", "neuroanatomia", "estudantes de medicina", "learning", "teaching", "neuroanatomy" e "medical students". Resultado: A revisão da literatura revelou uma crescente exploração de novas abordagens de ensino e aprendizado em neuroanatomia, destacando-se o uso de tecnologias como realidade virtual, cursos de neuroanatomia assistidos por computadores, modelos anatômicos de argila e a aplicação de estudos de casos clínicos. Conclusão: Nota-se nos últimos anos um notável surgimento de novas estratégias de ensino-aprendizagem no cenário acadêmico, que, por sua vez, visam aprimorar o conhecimento e a experiência dos alunos nos mais variados campos, inclusive na neuroanatomia.

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.

A Simple and Consistent Rule for Easy Learning of Neuroanatomy: Three Neurons of Afferent Nerves / Una Regla Simple y Consistente para Facilitar el Aprendizaje de la Neuroanatomía: Tres Neuronas de los Nervios Aferentes

SUMMARY: Many students regard neuroanatomy as a terrifying subject due to the complicated neuronal connections. Purpose of this research was to promote the easy and logical learning of neuroanatomy by systematizing a rule "three neurons of afferent nerves." The rule, in which the second neuron decussates and reaches the thalamus, was applied to as many structures as possible. The three neurons are drawn in a constant pattern to intuitively demonstrate the rule. The rule could be applied not only to the spinothalamic tract, medial lemniscus pathway, sensory cranial nerves (visual pathway, trigeminothalamic tract, taste pathway, and auditory pathway) and ascending reticular activating system, but also to the pontocerebellum (afferent to cerebrum), basal nuclei (direct pathway), and limbic system (medial limbic circuit). Exceptionally, some afferent nerves do not exactly follow the suggested rule. This simple rule, which corresponds to many pathways of the neuroanatomy, is expected to make the learning by novice students easier.

Muchos estudiantes consideran la neuroanatomía como un tema aterrador debido a las complicadas conexiones neuronales. El propósito de esta investigación fue promover el aprendizaje fácil y lógico de la neuroanatomía mediante la sistematización de una regla "tres neuronas de los nervios aferentes". La regla, en la que la segunda neurona se decusa y llega al tálamo, se aplicó a todas las estructuras cuando esto fue posible. Las tres neuronas se dibujan en un patrón constante para demostrar la regla intuitivamente. La regla podría aplicarse no solo al tracto espinotalámico, la vía del lemnisco medial, los nervios craneales sensoriales (vía visual, tracto trigeminotalámico, vía gustativa y vía auditiva) y el sistema de activación reticular ascendente, sino también al pontocerebelo (aferente al cerebro), núcleos basales (vía directa) y sistema límbico (circuito límbico medial). Excepcionalmente, algunos nervios aferentes no siguen exactamente la regla sugerida. Se espera que esta simple regla, que corresponde a muchas vías de la neuroanatomía, facilite el aprendizaje de los estudiantes principiantes.

El Área del Lenguaje Articulado, Perspectiva Histórica y Denominación Epónima Equívoca: Entre Dax y Broca / Articulated Language Area, Historical Perspective and Erroneous Epomy: Between Dax and Broca

El término epónimo área de Broca corresponde a una región cortical cerebral humana dedicada a la expresión del lenguaje oral y que no siempre se ubica en el giro frontal inferior del lobo frontal en el hemisferio izquierdo. Al estudiar 25 artículos del año 2022 y 25 libros de enseñanza de la neuroanatomía, neurofisiología, neurociencia o áreas asociadas del presente siglo, se estableció y cuantificó la existencia del término área de Broca encontrándose que en los libros había un 96 % de inclusión epónima sobre esta área cortical cerebral y en artículos de revista existía un 100 % del mismo epónimo, además, en ninguno de los libros y artículos se encontró un epónimo diferente. Aunque a lo largo del tiempo, en las ciencias médicas se han usado epónimos para designar estructuras anatómicas como en el caso para tratar de designar el área del cerebro que genera el lenguaje oral, este término no proporciona ninguna información descriptiva ni funcional, lo que equivale a un desatino en la lógica del pensamiento morfológico actual, además que lleva a confusión, pues hace pensar que su descubrimiento inicial fue dado por Broca, equivocando el conocimiento histórico que vincula a Marc Dax como el primero en descubrir esta zona.

SUMMARY: The eponymous Broca's area is a human cerebral cortical region that controls the expression of oral language, and which is not always located in the inferior frontal gyrus of the frontal lobe in the left hemisphere. In a study of 25 articles published in 2022, and 25 teaching books on neuroanatomy, neurophysiology, neuroscience or associated areas, it was found that the term Broca's area was established and quantified. In books there was a 96 % eponymous inclusion of this cerebral cortical area and in journal articles there was 100 % of the same eponym. Furthermore, no other eponyms were found in any of the books and articles. Although over time, eponyms have been used in medical sciences to identify anatomical structures, as in the designation of the area in the brain that controls oral language, this term does not provide any descriptive or functional information. The result is contradictory to current morphological thought and also leads to confusion, erroneously suggesting that the initial discovery was made by Broca, when in fact Marc Dax was the first to discover this area some 30 years earlier.

Effects of an easy neuroanatomy book with schematics on student learning / Efectos de un libro sencillo de neuroanatomía con esquemas sobre el aprendizaje de los estudiantes

SUMMARY: Numerous students perceive neuroanatomy as a particularly difficult subject due to its overwhelming complexity. Therefore, a neuroanatomy book that concentrates on easy-to-read stories with schematics rather than exhaustive details has been published. This study evaluates the effect of a trial of the new neuroanatomy book on student learning. From the book, a printout on the brainstem and cranial nerve was extracted. Medical students read the printout, and subsequently were examined on their knowledge of and interest in neuroanatomy. Students who read the extract answered examination questions relatively well and were more interested in neuroanatomy. The printout seemed to enhance the knowledge and concentration of the students. After grasping the fundamental information in the book, students are expected to be able to learn advanced concepts comfortably and confidently. In addition, the book with its concise and simple content is suitable not only for short- duration neuroanatomy courses but also for self-learning.

Muchos estudiantes perciben la neuroanatomía como un tema particularmente difícil debido a su abrumadora complejidad. Por lo tanto, se ha publicado un libro de neuroanatomía que se concentra en historias fáciles de leer con esquemas en lugar de detalles exhaustivos. Este estudio evalúa el efecto de una prueba del nuevo libro de neuroanatomía en el aprendizaje de los estudiantes. Del libro, se extrajo una impresión sobre el tronco encefálico y los nervios craneales. Los estudiantes de medicina leyeron la copia impresa y, posteriormente, se les examinó su conocimiento e interés por la neuroanatomía. Los estudiantes que leyeron el extracto respondieron relativamente bien a las preguntas del examen y estaban más interesados en la neuroanatomía. La impresión parecía mejorar el conocimiento y la concentración de los estudiantes. Después de comprender la información fundamental del libro, se espera que los estudiantes puedan aprender conceptos avanzados con comodidad y confianza. Además, el libro con su contenido conciso y simple es adecuado no solo para cursos de neuroanatomía de corta duración, sino también, para el autoaprendizaje.

Jigsaw Method of Interactive Teaching to Unpuzzle Neuroanatomy

Introduction: Student driven interactive methods of teaching are a major part of andragogy, which drives them to professional competency. Jigsaw method is one such interactive teaching modality which fosters self-directed learning and peer interaction. The aim of this study is to access the effectiveness of Jigsaw method of interactive teaching qualitatively and quantitatively among 1st year MBBS students. Materials and methods: this study was done in 1st year medical students. The students were exposed to jigsaw method of interactive teaching in small groups and the program was evaluated by assessing the short and long term memory of the students. Feedback also was obtained from the students. Results: There was a statistically significant difference in the mean scores as compared to traditional teaching methods. The perception of students also showed promising results. Discussion: there have been many studies on student perception on such interactive teaching methods which revealed that the students were showing better academic performances. A few studies like the present one, on quantitative assessment of students score after Jigsaw method of interactive teaching has also shown good results. Conclusion: the jigsaw method of interactive teaching encourages student participation and enhances self directed learning and peer assisted learning.

Dissecação anatômica como estratégia para o estudo do sistema neural em fetos humanos / Anatomic dissection as a strategy for the study of the neural system in fetuses / Disección anatómica como estrategia para el estudio del sistema neural en fetos

Esse trabalho busca relatar o processo de confecção de peças anatômicas para o ensino da anatomia humana a partir de material cadavérico fetal. Os discentes do curso de medicina da Universidade Federal do Paraná (UFPR) ­ Campus Toledo participaram do programa de voluntariado acadêmico e deram atenção especial aos aspectos técnicos do processo de dissecação, bem como a experiência subjetiva desse procedimento como ferramenta de aprendizado ativo. O procedimento foi realizado na sala de preparação de cadáver da UFPR ­ Campus Toledo, utilizando instrumental de dissecação e cadáveres humanos fetais com 20, 17 e 14 semanas de idade gestacional, direcionado de modo a expor as partes constituintes do sistema neural. Foram confeccionadas peças de cérebro, cerebelo, tronco encefálico, medula espinal, nervos espinais e suas estruturas associadas. Os voluntários envolvidos foram capazes de produzir material de estudo de qualidade através da dissecação e fortalecer seu conhecimento em anatomia humana e aptidão manual. Também foi dada atenção à importância e às limitações do processo de dissecação como estratégia de aprendizado em cursos da área de saúde. pôde ser observado que a dissecação pode fazer parte de uma formação completa e bem estruturada dos discentes, que por sua vez irão integrar a sociedade e a academia. Além disso, a exposição da topografia neural fetal pode servir de referencial para posteriores estudos que venham a utilizar essas informações.

This work aims to report the confection process of anatomic pieces for teaching human anatomy from fetal cadaveric material. The students of the medicine course of Universidade Federal do Paraná (UFPR) ­ Campus Toledo, took part in the academic volunteer program and paid special attention to the technical aspects of the dissection process, as well as the subjective experience of this procedure as an active learning tool. The procedure was performed at the cadaver preparation room of the UFPR ­ Campus Toledo, using dissection tools and human fetal corpses of 20, 17 and 14 weeks of gestational ages, directed so as to expose the constituent parts of the neural system. Pieces of the brain, cerebellum, brainstem, spinal cord, spinal nerves, and its associated structures were made. The involved voluntaries were able to produce quality study material through dissection, and strengthen their knowledge in human anatomy and manual skill. Attention was also given to the importance and limitations of the dissection process as a learning strategy in health courses. it was observed that dissection can be part of a complete and well-structured training of students, who in turn will integrate society and academia. In addition, the exposure of fetal neural topography can serve as a reference for further studies that use this information

Este trabajo tiene como objetivo relatar el proceso de confección de piezas anatómicas para la enseñanza de la anatomía humana a partir de material cadavérico fetal. Los alumnos del curso de medicina de la Universidade Federal do Paraná (UFPR) - Campus Toledo, participaron del programa de voluntariado académico y prestaron especial atención a los aspectos técnicos del proceso de disección, así como a la vivencia subjetiva de este procedimiento como herramienta de aprendizaje activo. El procedimiento fue realizado en la sala de preparación de cadáveres de la UFPR - Campus Toledo, utilizando herramientas de disección y cadáveres de fetos humanos de 20, 17 y 14 semanas de edad gestacional, dirigidos de forma a exponer las partes constitutivas del sistema neural. Se realizaron piezas del cerebro, cerebelo, tronco encefálico, médula espinal, nervios espinales y sus estructuras asociadas. Los voluntarios participantes pudieron elaborar material de estudio de calidad mediante la disección y reforzar sus conocimientos de anatomía humana y habilidad manual. También se prestó atención a la importancia y las limitaciones del proceso de disección como estrategia de aprendizaje en los cursos de salud. Se observó que la disección puede formar parte de una formación completa y bien estructurada de los estudiantes, que a su vez integrarán la sociedad y el mundo académico. Además, la exposición de la topografía neural fetal puede servir de referencia para estudios posteriores que utilicen esta información.

Trends in neuroanatomical research / 解剖学报

The basic structure of the nervous system is neurons and the connections formed by nerve fibers. Identifying different types of neurons in different parts of the nervous system, revealing the efferent and afferent nerve fibers they constitute, and elucidating the neuroactive substances and receptors involved, provide the basis for the regulation of neuronal activity and the uncovering of how the nervous system works. It is also the goal of neuroanatomy research. The rapid development of modern science and technology and interdisciplinary penetration require us to conduct in-depth neuroanatomy studies on specific neural pathways composed of specific types of neurons using specific neuroactive substances for specific neural functions. This also provides a good opportunity for us to clarify the structure of nervous system and analyze its working principle from macroscopic, mesoscopic and microscopic levels.

Neuro-psicopatología y procrastinación

Introducción: La procrastinación es un fenómeno omnipresente, polifacético y problemático. Abordaremos el mejor conocimiento científico publicado al respecto, que es limitado y de calidad más bien reducida. Método: Para este estudio original de revisión, se han examinado de forma no sistemática varias importantes bases de datos bibliométricas, sin pretensiones de exhaustividad. La metodología en muchas de las investigaciones consultadas es deficiente. Se ha pretendido que el resultado obtenido de las fuentes primarias fuera sintético, y se han evitado las más especulativas. Resultados: En relación con la clínica neuro-psicopatológica, internalizar la conducta se relaciona con el neuroticismo, y externalizarla con la impulsividad. La procrastinación aumenta con la afectividad negativa y, a menudo, ocurre en ciertos trastornos mentales en los que suele constituir una forma permanente de comportamiento. Pocos estudios han investigado los correlatos neurales de la procrastinación. Esta puede ser, además de voluntaria, consecuencia indirecta de rasgos perfeccionistas de la personalidad, entre otros. En general, la mejora de las habilidades para regular las emociones probablemente sea muy eficaz para reducir el comportamiento procrastinador. En relación con el sueño nocturno, su postergación habitual parece relacionada también con las características de la personalidad. Conclusiones: Se plantea por el autor la hipótesis de que cualquier intervención específica, sea o no sanitaria, que mejore la concienciación de la propia tendencia pasiva procrastinadora propiciará su reducción. Pero si se buscara influir específicamente sobre la salud mental del sujeto, la intervención tendrá que practicarse exclusiva o preferentemente por facultativos clínicos adecuados.

Introduction: Procrastination is a ubiquitous, multifaceted and problematic phenomenon. This paper will address the best scientific understanding published on this subject, although it is limited and of poor quality. Method: For this original revision study, we have examined various relevant bibliometric databases in a non-systematic way and with no claim to being comprehensive. The methodology used in much of the research consulted is quite deficient. Our objective has been to provide synthetic results from primary sources and have therefore avoided the most speculative ones. Results: With regard to the neuropsychopathological clinical features of procrastination, internalizing this behaviour is related to neuroticism, and externalizing it is linked to impulsivity. Procrastination increases with negative affectivity, and it often occurs in certain mental disorders, where it tends to constitute a permanent behaviour. Few studies have researched the neural correlations of procrastination. It can be can be voluntary and also an indirect consequence of perfectionist traits of personality, among others. In general, improving one's ability to regulate emotions might be very effective in reducing procrastinating behaviour. In relation to bedtime, its continued postponement seems to also be tied to personality traits. Conclusions: The author proposes the hypothesis that any specific intervention, whether medical or not, that improves awareness of one's own passive tendency to procrastinate will favour its reduction. However, if the intention is to influence somebody's mental health specifically, then the intervention should be conducted exclusively or preferably by properly qualified physicians.

Development of an interactive multidisciplinary platform for the bovine neuroanatomy study / Desarrollo de una plataforma interactiva multidisciplinar para el estudio de la neuroanatomía bovina

SUMMARY: The anatomy study is part of the basic cycle of disciplines that composes Veterinary Medicine college curriculum, and its comprehension is essential for other courses subject understanding. However, the current student's profile, the reduced time frame of superior education programs, and the multidisciplinary approach nowadays have made anatomy teaching method outdated and ineffective. Addressing the problem we developed an interactive and multidisciplinary platform based on the blended learning methodology, which could serve as a valuable tool for bovine neuroanatomy comprehension. To produce a new study tool, photos from bovine specimens fixed in formaldehyde, platinated brain pieces sectioned in a metameric order, as well as histological slides of the bovine central nervous system were used. These materials were applied to photos and schemes production, that were correlated with image exams correlation, as well as written content and videotaped classes. The obtained content was compiled into a digital platform, that can serve as an effective additional method to bovine central nervous system study. Furthermore, our results serve as a guide for the development of other blended learning methodologies in veterinary medicine and anatomy teaching. The platform provides a great tool for those who wish to accomplish a better understanding of bovine neuroanatomy and its clinical, surgical and image diagnosis correlations.

El estudio de la anatomía forma parte del ciclo básico de disciplinas que componen el currículo de la facultad de Medicina Veterinaria, y su comprensión es fundamental para el entendimiento de las materias de otros cursos. Sin embargo, el perfil del estudiante actual, la reducción de los tiempos de los programas de educación superior y el enfoque multidisciplinario actual han hecho que el método de enseñanza de la anatomía sea obsoleto e ineficaz. Abordando el problema desarrollamos una plataforma interactiva y multidisciplinar basada en la metodología blended learning, que podría servir como una valiosa herramienta para la comprensión de la neuroanatomía bovina. Para producir una nueva herramienta de estudio, se utilizaron fotografías de especímenes bovinos fijados en formaldehído, piezas de cerebro plastinadas y seccionadas en un orden metamérico, así como láminas histológicas del sistema nervioso central bovino. Estos materiales se utilizaron en la producción de fotos y esquemas, que se correlacionaron con exámenes de imágenes, así como contenido escrito y clases grabadas en video. El contenido obtenido se compiló en una plataforma digital, que puede servir como un método adicional y eficaz para el estudio del sistema nervioso central bovino. Además, nuestros resultados sirven como guía para el desarrollo de otras metodologías de aprendizaje semipresencial en la enseñanza de la medicina veterinaria y la anatomía. La plataforma proporciona una gran herramienta para aquellos que deseen lograr una mejor comprensión de la neuroanatomía bovina y sus correlaciones clínicas, quirúrgicas y de diagnóstico por imágenes.

Applying a unified model of fiber dissection, tractography, microscopic anatomy and plastination techniques for basic neuroanatomy education: Hacettepe University experience / Aplicación de un modelo unificado de disección de fibras, tractografía, anatomía microscópica y técnicas de plastinación para la educación básica en neuroanatomía: experiencia de la Universidad Hacettepe

SUMMARY: Anatomy education has gathered together a great many of many new modalities and was modified from classical lecture-based and laboratory practice system to the blended modules. In the scope of the present study, we develop a new, practical, cost- effective and efficient three dimensional (3D) educational model, which aimed to be helpful for the detection and better understanding of basic neuroanatomy education. Tractographic imaging, fiber dissection, microscopic anatomy and plastination techniques were applied to the white matter regions of the two brains. After the photographs that were taken were converted to 3D images, the specimens were plastinated. By way of establishing an educational model as a whole, we applied it to 202 second-year medical students. The students were separated into two groups when they attended to the theoretical lecture. Group 1 took the classical laboratory education; on the other hand, Group 2 received the newly designed educational model. Pre and post-tests were introduced to each group before and after laboratory sessions, respectively. The success scores were put to comparison. The average achievement scores of each group showed increase significantly (p<0.05) after the laboratory sessions, besides the increase in the post-test results of Group 2 was more statistically significant (p<0.05). Consequently, this new educational model enriched by newly designed unified methods could be regarded as useful for grasping and improving the basic neuroanatomy knowledge.

La educación en anatomía ha reunido una gran cantidad de nuevas modalidades, modificándose el sistema clásico de la práctica del laboratorio y de las clases basadas en conferencias, hacia los módulos combinados. En el ámbito del presente estudio, desarrollamos un modelo educativo tridimensional (3D) nuevo, práctico, rentable y eficiente, que pretendía ser útil para la detección y una mejor comprensión de la educación básica en neuroanatomía. Se tomaron imágenes tractográficas, disección de fibras, anatomía microscópica y técnicas de plastinación en los cerebros. Después de convertir las fotografías que se tomaron en imágenes 3D, se plastinaron los especímenes. A modo de establecer un modelo educativo en su conjunto, lo aplicamos a 202 estudiantes de segundo año de medicina. Los estudiantes fueron separados en dos grupos cuando asistieron a la clase teórica. El Grupo 1 tomó la educación clásica de laboratorio; por su parte, el Grupo 2 recibió el nuevo modelo educativo diseñado para el estudio. Se introdujeron pruebas previas y posteriores a cada grupo, antes y después de las sesiones de laboratorio. Se compararon las puntuaciones. Los puntajes promedio de rendimiento de cada grupo mostraron un aumento significativo (p<0,05) después de las sesiones de laboratorio. Además, se obtuvo un aumento en los resultados positivos, posteriores a la prueba del Grupo 2, siendo estadísticamente significativo (p<0,05). En consecuencia, este modelo educativo, enriquecido por métodos unificados de nuevo diseño, podría considerarse útil para captar y mejorar los conocimientos básicos de neuroanatomía.

Anatomical description of the brain wax models of Museu da Pharmacia de Ouro Preto / Descrição dos modelos anatômicos em cera do Museu da Pharmacia de Ouro Preto

Abstract Background In 1839, the Escola de Farmácia de Ouro Preto pioneered the teaching of pharmaceutical sciences in Brazil. At the end of the 19th century, the Escola de Farmácia possessed a French collection of anatomical models, some made of wax and paper-mâché. The models were a critical part of teaching anatomy, particularly in an era of paradigm changes about how the human brain works. Objective The present study aimed to anatomically describe the brain models through a comparative analysis with the current anatomical description. Methods Comparative analysis of the brain models with modern anatomical descriptions. Results In the individual analysis of the wax models, we verified excellent anatomical accuracy of the cortical and subcortical regions. Our results identified internal structures, like the basal ganglia and white matter. Compared with modern anatomical books and websites, the wax brain models have high scientific quality. Conclusion The models of the present study gave students hands-on experience of human anatomy in the 19th century. Nowadays, the models are part of the memory of Universidade Federal de Ouro Preto and Museu da Pharmacia de Ouro Preto. The collection of wax models shows the appreciation of neuroanatomy teaching at the turn of the century concomitant with advances in neurology and anatomy around the world.

Resumo Antecedentes No Brasil, em 1839, a Escola de Farmácia foi pioneira no ensino das ciências farmacêuticas. No final do século XIX, a Escola de Farmácia possuía uma coleção de modelos anatômicos franceses, muitos fabricados em cera e papel machê. A coleção da Escola de Farmácia é muito importante pois faz parte de um período crítico do ensino de neuroanatomia, particularmente em um período de mudanças de paradigmas relacionados às funções do cérebro humano. Objetivo Os objetivos do presente estudo foram analisar anatomicamente os modelos de cérebro e identificar e descrever as estruturas anatômicas com base na descrição anatômica moderna. Métodos Foi feita uma análise comparativa dos modelos com a descrição anatômica moderna. Resultados Na análise individual dos modelos de cera, nós constatamos uma excelente fidelidade anatômica de regiões corticais e subcorticais. Nossos resultados identificaram estruturas internas, como núcleos cerebrais e substância branca. Comparado com livros e páginas da internet sobre anatomia, os modelos de cera apresentam alta qualidade científica. Conclusão Os modelos do presente estudo são importantes, pois ajudam a compreender o ensino de anatomia no século XIX. Atualmente, os modelos fazem parte da memória da Escola de Farmácia de Ouro Preto e do Museu da Pharmacia. A coleção de modelos de cera representa a valorização do ensino de neuroanatomia no final do século XIX em concordância com os avanços da neurologia e neuroanatomia ao redor do mundo.

The expulsion of Augusta Dejerine-Klumpke from the Salpêtrière Hospital: Pierre Marie's revenge / A expulsão de Augusta Dejerine-Klumpke do hospital Salpêtrière: a vingança de Pierre Marie

Abstract Augusta Dejerine-Klumpke was ahead of her time, with extensive contributions to the field of neuroanatomy and neurology, achieving international recognition. Despite her great contribution to world neurology, she was expelled from the Salpêtrière hospital in 1917, due to the rivalry and mutual hatred between Pierre Marie and his rival Jules Déjerine, her husband and collaborator.

Resumo Augusta Dejerine-Klumpke era uma pessoa à frente de seu tempo, com extensas contribuições para o campo da neuroanatomia e neurologia, alcançando reconhecimento internacional. Apesar de sua grande contribuição para a neurologia mundial, ela foi expulsa do hospital Salpêtrière em 1917, devido à grande rivalidade e ódio mútuo entre Pierre Marie e seu rival Jules Dejerine.

Thomas Willis' legacy on the 400th anniversary of his birth / O legado de Thomas Willis no 400° aniversário de seu nascimento

Abstract To celebrate the 400th anniversary of the birth of Thomas Willis, his main contributions to the development of neurosciences, in particular neurology, are presented. Willis coined the term neurology and contributed significantly to the field of neuroanatomy, with the description of the arterial circle—located at the base of the brain—, which bears his name. He also described the striatum and cranial nerves. Furthermore, as a clinical neurologist, Willis participated in the description of various diseases, including myasthenia gravis and restless legs syndrome.

Resumo Na comemoração dos 400 anos de nascimento de Thomas Willis, são apresentadas as suas principais contribuições para o desenvolvimento das neurociências, em particular a neurologia. Willis cunhou o termo neurologia, contribuiu significativamente na área de neuroanatomia, com a descrição do círculo arterial localizado na base do cérebro, que tem o seu nome, além da descrição do corpo estriado, e de nervos cranianos. Da mesma forma, como neurologista clínico, Willis participou da descrição de várias doenças como a miastenia gravis e da síndrome das pernas inquietas, entre outras doenças.

Aspectos anatômicos, fisiopatológicos e clínicos da Síndrome de Horner: um guia ilustrado / Anatomical, pathophysiological and clinical aspects of Horner Syndrome: illustrated guide

A Síndrome de Horner (SH) é classicamente caracterizada por uma tríade clínica: miose/anisocoria, ptose e anidrose facial. Sua fisiopatologia está relacionada à interrupção da via oculossímpatica, no entanto os mecanismos que levam a instalação da síndrome são diversos, e alguns até potencialmente fatais, evidenciando a importância de sua identificação precoce. Elucidamos ao longo deste artigo os principais aspectos anatômicos, etiopatogênicos e clínicos desta condição neurológica

Horner Syndrome (HS) is classically characterized by a triad of symptoms: miosis/anisocoria, ptosis and facial anhidrosis. It's pathophysiology is related to the interruption of the oculosympathetic pathway, but the mechanisms that lead to the onset of the syndrome are diverse, and some are even potentially lethal, highlighting the importance of it's early diagnosis. This article elucidates main anatomical, etiopathogenic and clinical aspects of this neurological disorder.

Neuroimagen estructural y polaridad predominante en pacientes con trastorno afectivo bipolar tipo I de Antioquia / Structural Neuroimaging and Predominant Polarity in Patients with Type 1 Bipolar Disorder from Antioquia

RESUMEN Introducción: La polaridad predominante (PP) se ha propuesto como un especificador del trastorno afectivo bipolar (TAB) por su relación con variables clínicas y pronósticas. Es posible que esto se deba a una neurobiología subyacente distinta, de tal manera que los cambios encontrados por resonancia magnética estructural (RMe) en el TAB sean diferentes y específicos. Objetivos: Explorar hallazgos de neuroimagen estructural en pacientes con TAB I de acuerdo con la PP. Métodos: Estudio de corte transversal que evaluó a 77 pacientes con TAB I usando la entrevista DIGS. Se estableció la PP utilizando la definición operativa de los 2 tercios de todos los episodios afectivos a lo largo de la vida para clasificar la PP en maniaca (PPM), depresiva (PPD) o indeterminada (PPI). Se les realizó RMe durante la fase de eutimia para medir estructuras intracraneales. Los datos obtenidos se analizaron mediante un modelo de regresión lineal ajustado por variables de confusión (consumo de medicamentos, consumo de alcohol, consumo de sustancias psicoactivas) y se compararon entre los 3 grupos para hallar la diferencia de medias estandarizada (DME). Resultados: Se encontraron diferencias con adecuado tamaño de efecto en 3 estructuras cerebrales tras ajustar por variables de confusión, específicamente en el giro fusiforme derecho y el giro lingual izquierdo, que fueron mayores en el grupo de PPD que en el de PPM (DME = 0,92; IC95%, 0,34-1,49; DME = 0,78; IC95%, 0,21-1,35). Así mismo en el tálamo derecho, que se mostró mayor en el grupo de PPI frente al de PPM (DME = 0,89; IC95%, 0,31-1,46). Conclusiones: Se observó una reducción del espesor del giro fusiforme derecho y el giro lingual izquierdo, así como del volumen talámico derecho en pacientes con TAB I con PPM, lo que respalda la hipótesis de que la PP cuenta con un correlato neurobiológico plausible y podría tener potencial utilidad como especificador del TAB.

ABSTRACT Introduction: Predominant polarity (PP) has been proposed as a specifier of bipolar disorder (BD) due to its relationship with clinical and prognostic variables. It is possible that this is due to a different underlying neurobiology, in such a way that the changes found by structural nuclear magnetic resonance imaging (sMRI) in BD are different and specific. Objectives: To explore findings of structural neuroimaging in patients with BD type I (BD-I) according to PP. Methods: Cross-sectional study that evaluated 77 patients with BD-I using the DIGS interview. PP was established using the operative definition of two-thirds of all affective episodes throughout life to classify PP as manic (MPP), depressive (DPP) or indeterminate (IPP). MRI-was performed during the euthymia phase to measure intracranial structures. The data obtained was analyzed using a linear regression model adjusted for confounding variables (drug use, alcohol use, psychoactive substance use) and were compared between the three groups finding the standardized mean difference (SMD). Results: Differences with adequate effect size were found in three brain structures after adjusting for confounding variables, specifically in the right fusiform gyrus and the left lingual gyrus, which were greater in the DPP group than in the MPP group (SMD = 0.92; 95% CI = 0.34 to 1.49 and SMD = 0.78; 95% CI = 0.21 to 1.35). Likewise, in the right thalamus, it was shown to be greater in the IPP group compared to MPP group (SMD 0.89, 95% CI = 0.31 to 1.46). Conclusions: A reduction in the thickness of the right fusiform gyrus and the left lingual gyrus, as well as the right thalamic volume was observed in patients with BD-I with PPM, which supports the hypothesis that PP has a plausible neurobiological correlate and could have potential utility as a BD specifier.

Correlación entre el desempeño cognitivo y la neuroanatomía estructural en pacientes con trastorno afectivo bipolar tipo I tratados con y sin litio / Correlation Between Cognitive Performance and Structural Neuroanatomy in Patients with Type I Bipolar Affective Disorder Treated with and Without Lithium

RESUMEN Introducción: El tratamiento del trastorno afectivo bipolar (TAB) con litio se ha relacionado con menos deterioro cognitivo y menores cambios en la anatomía estructural cerebral comparado con otros tratamientos. Sin embargo, los estudios son heterogéneos y son pocos los que evalúan si estos efectos están relacionados. El objetivo de este estudio es evaluar y relacionar el desempeno cognitivo y la neuroanatomía estructural en pacientes tratados con y sin litio. Métodos: Estudio de corte trasversal que incluyó a 48 sujetos con TAB I: 22 tratados con litio y 26 sin litio. Se evaluó el desempeno en las pruebas neuropsicológicas Wechsler III (WAIS III), TMTAyB (Trial Making Test), prueba de aprendizaje verbal de California (TAVEC), prueba de Figura compleja de Rey y prueba de clasificación de tarjetas de Wisconsin. Se evaluaron estructuras cerebrales obtenidas por resonancia magnétiva (RM) cerebral. Se calculó la diferencia de medias estandarizada (DME) entre ambos grupos, con ajuste por variables de confusión mediante puntuación de propensión, y se empleó el coeficiente de correlación de Spearman (p) para evaluar la relación existente entre el desempeno cognitivo y las regiones neuroanatómicas. Resultados: Respecto al grupo sin litio, el grupo con litio tuvo menos errores perseverativos en el Wisconsin (DME = -0,69) y mayores áreas corticales derecha e izquierda (DME = 0,85 y DME = 0,92); mayor superficie en el cíngulo anterior izquierdo (DME = 1,32), la corteza orbi-tofrontal medial derecha (DME = 1,17), el giro frontal superior derecho (DME = 0,82), los giros precentrales derecho e izquierdo (DME = 1,33 y DME = 0,98); mayor volumen de la amígdala derecha (DME = 0,57), el hipocampo derecho (DME = 0,66), el putamen derecho (DME = 0,87) y el tálamo derecho (DME = 0,67). En el grupo con litio, se encontró una correlación con dichos errores y el espesor del giro precentral izquierdo (p = -0,78), el volumen del tálamo derecho (p = -0,44) y la amígdala derecha (p = 0,6). Conclusiones: El grupo con litio tuvo mejor flexibilidad cognitiva y mayor dimensión en algunas regiones corticales frontales y subcorticales. Además, hubo correlación moderada a alta entre el desempeno en esta función ejecutiva y el espesor del giro precentral derecho, y los volúmenes del tálamo y la amígdala derecha. Estos hallazgos podrían indicar un efecto neuroprotector del litio

ABSTRACT Introduction: Lithium treatment of bipolar disorder (BD) has been associated with less impairment and fewer changes in structural brain anatomy compared to other treatments. However, the studies are heterogeneous and few assess whether these effects are related. The objective of this study was to evaluate and relate cognitive performance and structural neuroanatomy in patients treated with and without lithium. Methods: Cross-sectional study that included 48 subjects with BD-I, of which 22 were treated with lithium and 26 without lithium. Performance was assessed on Wechsler III (WAIS III), TMT A and B (Trial Making Test) neuropsychological tests, California verbal learning test (CVLT), Rey complex figure test and Wisconsin card sorting test. Brain structures obtained by magnetic resonance imaging (MRI) were evaluated. The standardised mean difference (SMD) between both groups was calculated, adjusted for confounding variables using a propen-sity score, and the Spearman correlation coefficient (p) was used to assess the relationship between cognitive performance and neuroanatomical regions. Results: Compared to the group without lithium, the group with lithium had fewer perse-verative errors in the Wisconsin test (SMD = -0.69) and greater left and right cortical areas (SMD = 0.85; SMD = 0.92); greater surface area in the left anterior cingulate (SMD = 1.32), right medial orbitofrontal cortex (SMD = 1.17), right superior frontal gyrus (SMD = 0.82), and right and left precentral gyrus (SMD = 1.33; SMD = 0.98); greater volume of the right amyg-dala (SMD = 0.57), right hippocampus (SMD = 0.66), right putamen (SMD = 0.87) and right thalamus (SMD=.67). In the lithium group, a correlation was found with these errors and the thickness of the left precentral gyrus (p = -0.78), the volume of the right thalamus (p =-0.44), and the right amygdala (p = 0.6). Conclusions: Thelithium group had better cognitive flexibility and greater dimension in some frontal and subcortical cortical regions. Furthermore, there was a moderate to high correlation between performance in this executive function and the thickness of the right precentral gyrus, and the volumes of the thalamus and the right amygdala. These findings could suggest a neuroprotective effect of lithium.

On the application effect of mobile augmented reality technology in the teaching of neuroanatomy / 中华医学教育探索杂志

Objective:To explore the application of mobile augmented reality (mAR) technology in the teaching of neuroanatomy, and to observe its effect on students' academic performance and cognitive load.Methods:By collecting and designing various neuroanatomy multimedia teaching resources (graphics, animations and videos), using augmented reality (AR) marker-based image recognition technology, the multimedia resources were placed at the tags in the traditional book pages to make the books interactive. And various multimedia resources were combined with traditional printed books through mobile devices. Forty students were randomized into the experimental group or the control group. The experimental group was taught with mAR multimedia materials, and the control group adopted traditional teaching methods. After a 6-hour course was completed, all students had a unified test, and the academic performance test and the PAAS(platform-as-a-service) cognitive load scale were used for data collection and analysis. The variance analyses (MANOVA and ANOVA) were used for significance testing.Results:One-way MANOVA test was used to determine the learning effect of mAR on academic performance and cognitive load. The results showed that there was a significant difference between the experimental group and the control group ( P<0.05). The univariate ANOVA test found that the experimental group students who learned neuroanatomy through mAR had better test scores than the control group students. In addition, compared with the control group students, the cognitive load of students in experimental group was significantly reduced, with statistical significance (all P<0.05). Conclusion:Through the teaching practice, we found that using mAR to learn neuroanatomy helps students improve their academic performance while reducing their cognitive load.

Application of 3D printed model assisted network teaching in clinical probation of neurosurgery / 中华医学教育探索杂志

Objective:To explore the effect of the 3D printed model assisted network teaching of neurosurgery.Methods:Seventy-six probation students were divided into: 3D printed model assisted online course teaching group (test group) and traditional teaching group (control group). After 1-month online teaching, quantitative assessment and satisfaction survey were carried out. SPSS 17.0 was used for statistical analysis of variance.Results:The department graduation test (theory and operation) scores of students in the test group were (86.7±7.4) points, which was significantly higher than those in the control group (78.2±8.2) points ( t=5.56, P<0.01). The teaching satisfaction survey showed that the test group had significantly higher scores in self-evaluation of spatial imagination ( t=3.81, P<0.01), deepening understanding of neuroanatomy ( t=5.29, P<0.01), and increasing interest in clinical learning ( t=5.12, P<0.01) than those of the control group. Conclusion:Compared with the conventional online teaching methods, 3D printed model assisted online teaching helps to improve teaching quality and students' satisfaction.

The Evolution of Neurosurgery Throughout the Ages: From Trepanations in Prehistory to The Robotic Era / A evolução da neurocirurgia ao longo das eras: Das trepanações pré-históricas à era robótica

Introduction Throughout the historical course, the emergence of neurosurgery invariably involved the narrative about different eras, marked by relevant discoveries in the field of medical science. From prehistoric mystical and therapeutic reports to the Robotic Era in the 21st century, there were changes that contributed to current neurosurgery. Thus, this study will analyze articles and studies that describe the history of neurosurgery and demonstrate the main advances in the field of science. Materials and methods This is a narrative review of scientific literature, carried out by searching the following databases: Scientific Electronic Library Online (SCIELO), Online System for Searching and Analyzing Medical Literature (MEDLINE), Latin American Literature and Caribbean in Health Sciences (LILACS), and Public Medical Literature Analysis and Retrieval System Online (PubMed).The following descriptors were used: History of neurosurgery and Neuroanatomy, together with the Boolean operator "AND". In addition, the descriptors History of Neurosurgery and Robotics were used between the Boolean operator "AND". In this sense, in order to establish a linearity of the narrative presented, the evolution of neurosurgery in five eras was didactically separated. Conclusion Neurosurgery, throughout history, has undergone several transformations. There was a series of events that made neurosurgery one of the most evolutionary and progressive sciences. This is because technology combined with scientific knowledge was, in fact, what made it possible to get where we are. In this sense, the studied ages allow the comprehension of a history that needs to be understood and valued by all students of the neurological and neurosurgical sciences.

Introdução Ao longo do percurso histórico, o surgimento da neurocirurgia envolveu invariavelmente a narrativa sobre diferentes épocas, marcadas por descobertas relevantes no campo da ciência médica. Desde relatos místicos e terapêuticos pré-históricos até a Era Robótica no século XXI, ocorreram mudanças que contribuíram para a neurocirurgia atual. Assim, este estudo analisará artigos e estudos que descrevem a história da neurocirurgia e demonstram os principais avanços no campo da ciência. Materiais e métodos Trata-se de uma revisão narrativa da literatura científica, realizada por meio de busca nas seguintes bases de dados: Scientific Electronic Library Online (SCIELO), Online System for Searching and Analyzing Medical Literature (MEDLINE), Literatura Latino-Americana e Caribenha em Ciências da Saúde (LILACS) e Public Medical Literature Analysis and Retrieval System Online (PubMed). Foram utilizados os seguintes descritores: "History of neurosurgery" e "Neuroanatomy", juntamente com o operador booleano "AND". Além disso, foram utilizados os descritores "História da Neurocirurgia" e "Robótica" entre o operador booleano "AND". Nesse sentido, para estabelecer uma linearidade da narrativa apresentada, separou-se didaticamente a evolução da neurocirurgia em cinco eras. Conclusão A neurocirurgia, ao longo da história, passou por diversas transformações. Houve uma série de acontecimentos que fizeram da neurocirurgia uma das ciências mais evolutivas e progressivas. Isso porque a tecnologia aliada ao conhecimento científico foi, de fato, o que possibilitou chegar onde estamos. Nesse sentido, as idades estudadas permitem a compreensão de uma história que precisa ser compreendida e valorizada por todos os estudantes das ciências neurológicas e neurocirúrgicas.

Anatomy of the Middle Meningeal Artery

Introduction The middle meningeal artery (MMA) is an important artery in neurosurgery. As the largest branch of the maxillary artery, it provides nutrition to the meninges and to the frontal and parietal regions. Diseases, including dural arteriovenous fistula (DAVF), pseudoaneurysm, true aneurysm, traumatic arteriovenous fistula (TAVF), Moya-Moya disease (MMD), recurrent chronic subdural hematoma (CSDH), migraine, and meningioma,may be related to the MMA. The aim of the present study is to describe the anatomy of the MMA and to correlate it with brain diseases. Methods A literature review was performed using the PubMed, Scielo, Scientific Direct, Ebsco, LILACS, TripDataBase and Cochrane databases, with the following descriptors: neurosurgery, neuroanatomy, meninges and blood supply. Discussion The MMA is embedded in a cranial groove, and traumatic or iatrogenic factors can result in MMA-associated pseudoaneurysms or arteriovenous fistulas (AVFs). In hemodynamic stress, true aneurysms can develop. Arteriovenous fistulas, pseudoaneurysms, and true aneurysms can be effectively treated by endovascular or surgical removal. In MMD, the MMA plays a role in the development and in the improvement of collateral circulation. Finally, in cases of CSDH, when standard surgery and drainage fail, MMA embolization can constitute a great alternative. Conclusion The MMA is a relevant structure for the understanding of neurosurgical diseases. In conclusion, every neurosurgeon must know the anatomy of the MMA sufficiently to correlate it with the diagnosed pathology, thus obtaining treatment effectiveness and preventing brain lesion.