65th Annual Meeting of the German Society of Neuropathology and Neuroanatomy (DGNN) - Meeting Abstracts.

Dear participants, dear colleagues, It is our great pleasure to welcome you to the 65th Annual Meeting of the German Society of Neuropathology and Neuroanatomy - the brain and nerve microenvironment in health and disease - which will be held as a virtual meeting from September 1-3, 2021. The meeting will bring together basic and clinical researchers, physicians as well as junior scientists and PhD students from different disciplines of basic and clinical neuroscience. We will have outstanding lectures by and with some of the most renowned international experts in the field of neuro-oncology, neuroinflammation, neurodegeneration and muscle and nerve diseases and look forward to exciting scientific discussions. There will also be a special and timely section on the effects of COVID-19 on the central and peripheral nervous system. The three days will offer exciting insights into different areas of basic and clinical neuroscience. We have also encouraged early career scientists to present their scientific findings in short talks and poster presentations. We are therefore particularly thankful that the abstracts of the meeting, which in their sum provide the best overview of the high scientific standing of the field, will be published in Free Neuropathology. Finally, we would like to thank you all for your active contribution to this conference in these difficult times. We also thank all supporters for their financial help. We wish you a stimulating and exciting conference. Yours sincerely, Prof. Dr. med. Till Acker Conference Chair (Justus Liebig University Giessen) PD. Dr. med. Anne Schänzer Dr. med. Hildegard Dohmen.

Special Isue: Virtual anatomy, histology and embryology in research and education. (Special Isue: Virtual anatomy, histology and embryology in research and education.)

This issue contains 13 articles on the use of virtual anatomy, histology and embryology in research and education;digital histological morphometry of the human pineal gland in a postmortem study, with endocrine and neurological clinical implications;an international collaborative approach to learning histology using a virtual microscope;delivery anatomy kits to help keep practical veterinary classes during the COVID-19 pandemic;how virtual animal anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic;using videos in active learning in veterinary anatomy;dissection videos as a virtual veterinary anatomy peer learning tool at the University of Tehran during the COVID-19 pandemic;a new virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system;application of student remote and distance research in neuroanatomy by mapping Dscaml1 expression with a LacZ gene trap in mouse brain;implementing a multi-colour genetic marker analysis technique for embryology education;impact of COVID-19 on student attainment and pedagogical needs when undertaking independent scientific research;extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction and assessing student perceptions and examination performance and students' performance in teaching neuroanatomy using traditional and technology-based methods. 16 proceedings from the Trans-European Pedagogic Anatomy Research Group (TEPARG) Hybrid Meeting entitled "Hybrid Anatomy Education: Barriers and Enablers for Students and Educators" held in Barcelona, Spain, during 5 March 2022, are also included.

Elsberg Syndrome with Mixed Presentation as Meningitis Retention Syndrome: A Pediatric Case Report and Comprehensive Review of the Literature.

Elsberg syndrome is a typically infectious syndrome that may cause acute or subacute bilateral lumbosacral radiculitis and sometimes lower spinal cord myelitis. Patients often present with various neurological symptoms involving the lower extremities, including numbness, weakness, and urinary disturbances such as retention. A 9-year-old girl with no significant past medical history presented with altered mental status, fever, urinary retention, and anuria and was found to have encephalomyelitis. An extensive diagnostic workup led to ruling out possible etiologies until identifying Elsberg syndrome. In this report, we describe a case of Elsberg syndrome caused by West Nile virus (WNV). To the best of our knowledge, this is the first reported case of its kind in the pediatric population. Utilizing PubMed and Web of Science databases, we reviewed the literature to describe the neurogenic control of the urinary system in correlation to a multitude of neurologic pathologies.

Tapia's syndrome in a patient with COVID-19.

A 42-year-old man developed bilateral Tapia's syndrome (recurrent laryngeal and hypoglossal nerves paralysis) following prolonged ventilation for COVID-19 pneumonia. Examination showed global tongue atrophy and bilateral asymmetric vocal cord palsy. He improved rapidly without specific treatment, suggesting that neuropraxia was the likely mechanism of injury. Tapia's syndrome has been reported disproportionately more often in association with COVID-19, possibly from injury to hypoglossal and vagal nerves during ventilation in the prone position.

Students' performance in teaching neuroanatomy using traditional and technology-based methods.

The use of digital teaching resources became widespread and very helpful during the COVID-19 pandemic as an alternative to a traditional course with cadavers. Technologies such as augmented reality (AR), virtual reality (VR), 3D models, video lectures and other online resources enable three-dimensional visualization of the anatomical structures and allow students to learn more interactively. The aim of this study was to compare students' performance in the traditional anatomical courses in teaching neuroanatomy and technology-based learning methods such as video lectures, 3D models and 3D printed specimens. Four groups of first-year students of Veterinary Faculty established for the practical classes during the academic year 2021/2022 took part in this research. The total number of students participating in this research was 72. Each group attended separately the theoretical lecture with a demonstration based on a different technique; the control group used formalized specimens, while the three experimental groups used video lectures, 3D models and 3D printed specimens, respectively. Subsequently, all groups completed the same questionnaire testing their short-term memory of the neuroanatomical structures. After four weeks students were tested for their long-term memory of the neuroanatomy lecture with the follow-up test containing an identical list of questions. The test scores using video lectures and 3D printed models were significantly higher compared with the group that learned in the traditional way. This study suggests that alternative approaches such as technology-based digital methods can facilitate memorization of anatomical terms and structures in a more interactive and sensory engaging way of learning.

New virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system.

With the limitations imposed by the COVID-19 pandemic, new technologies were used as methods to continue teaching and learning activities. This scenario brought forth the need to develop online tools for teaching. Therefore, this research aimed to develop a digital platform linking the knowledge about the central nervous system (CNS) anatomy from feline, equine, and sheep models. The platform was produced from the analysis of a collection of mesoscopic slides made from the sequenced cross-section of the CNS of a feline, an equine, and a sheep. All sections were analysed and stained using the Paul-Wiegert modified technique. The platform was organized in four modules: (1) Neuroanatomy of the Central Nervous System; (2) Neuroanatomy of Feline; (3) Neuroanatomy of Equine; and (4) Neuroanatomy of sheep. For each module, an explanatory document in PDF was developed, as well as video lectures and a descriptive atlas identifying the structures present in the encephalon and in the cervical part of the spinal cord. Even though there are numerous online platforms that allow the study of veterinary anatomy of different species and organs, the veterinary neuroanatomy platform presented here is the first platform that conjointly addresses the CNS anatomy of felines, equines, and sheep. Future research applying this platform as an aid to the study of neuroanatomy by students, teachers, and veterinary professionals should validate its use as a complementary tool for teaching and learning animal neuroanatomy.

Converting a face-to-face neuroanatomy course-based undergraduate research experience (CURE) to an online environment: Lessons learned from remote teaching.

Previously, we described a course-based undergraduate research experience (CURE) for first-year students that featured a unique approach to brain mapping in a model organism (rat). In response to the COVID-19 pandemic, we adapted this course for an online learning environment, emphasizing image analysis (identifying immunoreactive signal in an immunohistochemical stain, making neuroanatomical distinctions in a cytoarchitectural stain) and translation of image data to the brain atlas. Using a quasi-experimental mixed methods approach, we evaluated aspects of student engagement, perceived gains in student confidence with respect to the nature and process of science, and student science identity development. Additionally, we examined the dynamics of mentorship and student connectedness experienced in the online-only context. We found that the majority of students reported positive affective outcomes for the course in domains such as project ownership and project engagement in addition to positive responses toward perceived mentorship received during the course. Unsurprisingly, students expressed frustration in not being able to freely communicate with members of the course in an organic face-to-face environment. Furthermore, we found that students encountered greater difficulty in mastering image software skills causing delay in producing consistent-quality data maps. From our analysis of the course, we have identified both useful approaches and areas for course improvement in any future iterations of the online research course.

Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroanatomy Education?

COVID-19 sparked massive educational change and dictated that traditional courses rapidly transitioned online. This presented a unique challenge for anatomy, a visually orientated subject that has conventionally relied heavily on face-to-face teaching. Near-peer teaching (NPT) is one method with the potential to address this challenge. When given more responsibility, student-teachers are more likely to deliver effective teaching sessions and include the most appropriate resources for the learners. Current literature surrounding the use of NPT in both frontline and supplementary settings have already demonstrated its potential, however, its efficacy in an online environment is still largely unknown. The Faculty of Medicine at the University of Southampton has a well-established NPT programme as part of its 5 year undergraduate course (BM5). A quasi-experimental cohort study was conducted to determine whether the benefits associated with NPT are preserved when delivered online. Two cohorts of second year BM5 students received cranial nerve NPT as part of their formal clinical neuroanatomy module, one face to face (N = 150) and the other online (N = 168). Knowledge tests were undertaken by participants to assess knowledge gain and retention, and an established Likert style survey instrument was administered to assess student perceptions. Both online and face-to-face NPT sessions resulted in significant increases in student knowledge gain (p < 0.0001), yet the difference between the two was insignificant (p = 0.2432). Subsequent knowledge retention tests were also shown to be similar (p = 0.7732). Students perceived both methods of NPT delivery positively but found online NPT less enjoyable (p < 0.0001) and considered it to be a more inefficient use of time (p = 0.0035). This research suggests that online NPT can be deployed without a detrimental risk to learning when compared to traditional NPT applications in pre-clinical neuroanatomy teaching.

Retroclival hematomas in adult patients: A systematic review of a rare intracranial hematoma

Objective: Adulthood retroclival hematomas (RCHs) are a rare condition characterized by intracranial bleeding along the posterior aspect of the clivus. There are few reports in the literature that describe these hematomas. There is no agreement on how to treat these hematomas. Methods: An extensive literature review was performed, and the data was classified and analyzed on this topic from January 2000 to January 2022. A systematic review was carried out in accordance with the PRISMA and CARE Guidelines. Results were analyzed and potential clinical links were extracted. Results: Twenty-seven RCHs in adulthood were reported in twenty high-quality articles. 12/27 RCHs in adults were spontaneous. Epidural retroclival hematomas were present in 12/27 patients, while subdural hematomas were present in 13/27 patients. 15 of 22 adult RCHs observed were small in size. Epidural hematomas are typically associated with trauma (9/15 traumatic RCHs), whereas subdural hematomas are more frequently associated with spontaneous bleeding (8/12 spontaneous RCHs). There was one case of hydrocephalus, six cases of cranial nerve palsies (five of which were traumatic), and thirteen cases of intraspinal extension of the hematoma. Seven individuals exhibited craniovertebral instability (100 percent traumatic). Most hematomas were conservatively treated (77.8 percent). 21 hematomas had favorable clinical outcomes. Conclusions: There is a lack of agreement on management protocols for RCHs in adulthood. These hematomas occur almost equally in both the extradural and the subdural spaces, and they are typically small in size. When an RCH occurs in the epidural space, it is more likely to result in cranial nerve palsies and craniospinal instability. Associated craniovertebral anomalies must be thoroughly analyzed in trauma patients. Only patients with a significant mass effect on the brainstem are candidates for surgical hematoma evacuation. It is imperative that future studies on this rare entity adhere to strict publication guidelines.

Current Attitudes Toward Neuroanatomy: A Comparative Cross-Sectional Survey of Neurosurgeons from the United Kingdom and Worldwide.

OBJECTIVE: How attitudes toward neuroanatomy and preferences of studying resources vary among neurosurgeons is unknown. The impact of the coronavirus disease 2019 (COVID-19) pandemic on anatomy learning habits is also yet to be elucidated. In this study, we explore these objectives, to guide the development of future neurosurgeon-tailored anatomy education and resources. METHODS: This was a 2-stage, cross-sectional study design comprising a local pilot survey followed by a structured 17-item questionnaire, distributed to both neurosurgical trainees and consultants. Grade and nationality differences in sentiment agreement were statistically compared. RESULTS: A total of 365 responses were received from 32 countries (overall response rate, 23.2%). Neuroanatomy is highly regarded among most neurosurgeons and takes a central role in their professional identity. Yet, 69% of neurosurgeons wanted to spend more time learning. Common study prompts included perceived operative complexity, lack of familiarity and teaching. Financial barriers and motivation were obstacles limiting neuroanatomy learning, more so among trainee neurosurgeons, with personal commitment barriers significantly varying with geographic location. Surgical relevance, accessibility, and image quality were important factors when selecting anatomy resources, with cost and up-to-datedness being important for juniors. The COVID-19 pandemic saw a shift toward virtual resources, particularly affecting United Kingdom-based trainees. CONCLUSIONS: Although neuroanatomy is well regarded, barriers exist that impede further neuroanatomy learning. Neurosurgical training programs should tailor anatomy education according to the seniority and background of their residents. Furthermore, resources that are surgically relevant and accessible and are of high image quality are more likely to be better used.

ANATOMART: A NOVEL APPROACH TO LEARNING ANATOMY IN THE 21ST CENTURY AND THE COVID ERA

SETTING AND PARTICIPANTS: The aim of this MedEd project was to create online learning modules that summarize the high-yield information learned during the functional neuroanatomy (FNA) lectures & lab sessions and allow the students to understand the clinical relevance of FNA. An invitation email explaining the research and the learning modules was sent to the classes of 2021, 2022, 2023, and 2024 asking the students to participate. A link to the online course containing the online informed consent form and the learning modules was included in the email. The students were asked to complete as many modules as they could at their convenience and fill out the feedback surveys. DESCRIPTION: An online FNA course consisting of 13 learning modules discussing various neuroanatomical topics was created. Each module consisted of a set of short videos made using Prezi, a practice quiz using Canvas, and a Qualtrics survey at the end to assess the effectiveness of the module. Each module was around 30 minutes in length and had the following format: A. Introduction (Length of 30 seconds - 2 minutes) B. 3 or 4 Subtopic videos (Length of 2 minutes - 14 minutes for each subtopic video) C. A practice quiz of 4-5 questions (Estimated completion time: 10 minutes) D. Q&A-Clinical Scenarios Video (Length of 4 minutes - 8 minutes) E. A Qualtrics feedback survey (Estimated completion time: 2-3 minutes) EVALUATION: The survey results revealed that over 90% of students either agreed or strongly agreed that the modules helped them understand, fostered critical thinking, and were clinically relevant. Furthermore, more than 85% of students rated the narration, images, and clinical cases as excellent or very good. DISCUSSION / REFLECTION / LESSONS LEARNED: FNA is one of the most perplexing anatomy topics for students, thus, it is essential to create learning modules that simplify it. In a world where technology is rapidly evolving and online platforms are taking over, medical education needs to get on-board with this virtual lifestyle. Our results revealed that students were satisfied by this resource as shown by their positive feedback which is in line with other studies that showed that online instruction helped students understand anatomy better and increased the engagement and effectiveness of anatomy education. Moreover, anatomy is a subject that relies heavily on the use of images to adequately explain the different concepts, and this can be easily accommodated for by online learning tools. Recent studies have shown that using technology to teach anatomy helps in consolidating the material and aids student recall of the information by using visual illustrations that are instantaneously available as part of the online resource.

Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance.

Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.

Diffusion of Technology in the Teaching of Neuroanatomy in Times of Pandemic: A Medical and Academic Perspective on Learning.

The Covid-19 pandemic has caused major changes in many sectors of society worldwide. The issue of medical education stands out since it had to adapt to the rules of social isolation, ensuing discussions about the computerization of teaching methodology, particularly in neuroanatomy. In particular, the latter showed satisfactory adaptability to new technologies and highly promising learning results. During this review, we aim to evaluate the current state of neuroanatomy teaching and evaluate the possibilities of incorporating technology into teaching-learning of human anatomy in a post-pandemic world.

Neuroanatomy in UK medical schools: the Imperial x Barts Neuroanatomy Collaborative

Objectives: We aim to investigate the perceptions of medical students on neuroanatomy teaching during the 2019-2020 period while also evaluating the introduction of an online neuroanatomy course to determine its suitability for future implementation or use alongside a curriculum. Design: A structured 11-item pre-course questionnaire pertaining to satisfaction and confidence in neuroanatomy teaching throughout the COVID19 2020-2021 academic year was completed by 116 students nationally, followed by an evaluation of the eleven session online course organised by Imperial College and Barts Neuroscience Societies. Subjects: Subjects included medical undergraduates interested in learning neuroanatomy. Methods: Data were exported from Qualtrics to Microsoft Excel (Excel V.16.29, 2019) and SPSS v. 27 (IBM, WA, USA) was used to generate graphs and conduct descriptive analysis. Results: In free text commentary, it was evident that clinical context was missing from the bulk of student's neuroanatomy teaching. From the 161 individuals invited, 116 completed the pre-course questionnaire. 73% (85/116) of students in the pre-sessional questionnaire rated that they either were neutral or unsatisfied with their confidence in neuroanatomy teaching, whereas there was a self-reported average improvement of 14% in confidence after the course. 72% (84/116) of the cohort stated they were either neutral or not confident in their neuroanatomy knowledge. However, in 12/12 sessions there was an improvement in reported knowledge for the larger part of participants. Conclusions: The results of our course give evidence of the growing need for more in depth neuroanatomy teaching and that having a supplementary course online helps facilitate the medical curriculum. The use of clinical cases to teach should be considered in order to better grasp realworld application of knowledge as this was highlighted amongst the students. Given the increasing engagement from both national and international students, it is clear, there is seemingly a high demand amongst students wanting to improve their neuroanatomy.

Social media and social networksin neurology and neuroscience education: current applications and potential implementation

Objective: 1. To explore the key applications of seven social media platforms in the context of neurology and neuroscience education. 2. To discuss benefits and limitations. 3. To investigate their potential use for educational purposes. Background: Social media and social networks are used by approximately 4.5 billion people worldwide and have rapidly revolutionised how we interact, learn and teach. Design/Methods: WhatsApp, WeChat, YouTube, Facebook, Instagram, TikTok and Twitter were the social platforms investigated via explorative analysis and analysis of peer-reviewed papers. Results: During the COVID-19 pandemic, WhatsApp and WeChat have been used as telemedicine and training tools. They also allow the quick creation of groups for instant remote support and have been adopted as platforms for discussion. While YouTube and Facebook videos summarise basic and advanced neuroanatomy concepts, Instagram posts, Reels and TikTok seem more frequently used for schematic representations of foundational aspects. Twitter added a new learning dimension to seminars and conferences, and permits online journal clubs, virtual rounds, case studies, Q&As and networking opportunities. Facebook, Instagram and Twitter can be used to highlight contemporary and historical role models, champion diversity and showcase the broad landscape of neurology research areas to potentially fight neurophobia. Some among the social platforms might even help create a sense of identity and belonging across career steps, and can be used in public engagement initiatives and outreach activities for different digital communities. Conclusions: By taking into account the advantages, including the increasing numbers of users, scalability, accessibility, rapid incorporation and reception on the learners'side, and by finding ways to neutralise, or at least reduce, the disadvantages, careful use of social media platforms has the potential to enrich the educational experience for learners and faculty alike.

Epochs Of Sternutation Induced By Coronavirus 19

Objective: To understand that COVID-19 can cause epochs of sneezing. Background: While Coronavirus 19 has been reported to inhibit sternutation (Mattu, 2021), Coronavirus-induced epochs of sternutation has not henceforth been described. Case Study: 38-year-old right-handed nasute woman, seven months prior to presentation, experienced an acute onset of loss of smell and taste, with a positive nasopharyngeal swab for SARS COV-2. Since then there has been no improvement in her chemosensory complaints and has developed periods of sternutation, whereby she sneezes 18 times in a row every morning. Results: Abnormalities of physical examination: Neurological Examination: Motor Examination: Drift testing: Left pronator drift with left abductor digiti minimi sign. Cerebellar examination: dysmetria in both upper extremities, left more than right. High frequency low amplitude tremor on extension of both upper extremities. Reflexes: 3+ biceps and brachioradialis and absent ankle jerks bilaterally. Bilateral Hoffman reflexes. Chemosensory testing: Alcohol Sniff Test: 0 (anosmia). Olfactory Retronasal Smell Test Index: 0 (anosmia). Gustatory testing: Propylthioruacil Disk Taste Test: 0 (ageusia). Conclusions: The neuroanatomy of the sneeze reflex suggests that it occurs through the afferent pathway from the trigeminal nerve to the rostral dorsolateral medullary sneezing center where the efferent discharge of the autonomic nervous system occurs through the nervous intermedius to the greater superficial petrosal nerve and to the sphenopalatine ganglion. In any of these afferent or efferent pathways or in the central nervous system itself, COVID may have acted to cause intermittent irritation and thus epochs of sneezing (Songu, 2009;Herman, 1983). The common experience of sneezing occurring in threes may be centrally mediated and this occurred with eighteen sneezes may just be a prolonged variant of such a chronobiological reflex. In those who present with COVID-19, query as to epochs of sternutation may be revealing.

An Adaptive Blended Learning Approach in the Implementation of a Medical Neuroscience Laboratory Activities.

Background: The COVID-19 pandemic revealed existing gaps in the medical educational system that is heavily dependent on the presence of medical students and teachers in laboratory and class for instruction. This affects continuity in the implementation of the neuroanatomy component of the medical neuroscience laboratory activities during COVID-19. We hypothesized that pivoting wet laboratory neuroanatomy activities to online using an adaptive flexible blended method might represent an effective approach in the implementation of laboratory neuroanatomy activities during a pandemic. Methods: The current study describes an adaptive flexible blended learning approach that systematically mixes virtual face-to-face interaction activities with the online learning of brain structures, and the discussion of clinical cases. Learning materials are delivered through both synchronous and asynchronous modes, and Year 1 medical students learn neuroanatomy laboratory activities at different locations and different times. Student performances in the adaptive flexible blended learning approach were compared with the learning of similar activities during an in-person implementation of neuroscience laboratory activities. Results: The results of using this adaptive flexible blended learning approach provided an autonomous independent learning, self-study approach that broadened student performance such that we have more students scoring between 80 and 89%, whereas the in-person learning resulted in most of the students scoring > 90% in the medical neuroscience laboratory activities. Conclusion: An adaptive flexible blended learning approach that combined virtual face-to-face instruction using digital technology with online learning of neuroscience laboratory activities provided a unique educational experience for Year 1 medical students to learn neuroscience laboratory activities during the COVID-19 pandemic.

An Innovative Approach for Online Neuroanatomy and Neurorrehabilitation Teaching Based on 3D Virtual Anatomical Models Using Leap Motion Controller During COVID-19 Pandemic.

After the World Health Organization had declared a pandemic of coronavirus disease (COVID-19) on March 11, 2020 many governments, including the Government of Spain, declared the state of alarm enforcing a quarantine that have left millions of students confined to their homes. This home confinement has affected students of all levels, including university students, and has forced faculties to adapt online teaching strategies. Thus, traditional classroom face-to-face teaching has suddenly been replaced by online classes. This has revealed particularly challenging for medical courses. For such purpose we have designed an online teaching proposal addressed to the Degree in Physiotherapy and the Double Degree in Nursing and Physiotherapy of the University of Jaén (Spain). The objective is to implement an online virtual teaching protocol through the use of Virtual Reality. For such a goal, the Leap Motion Controller (LMC) will be used to teach the neuroanatomy of the brain and spinal cord and to teach and practice neurorehabilitation exercises. Along with devices like the LMC students will be asked to use Health Sciences databases in order to achieve a significative learning of the course topics. The project is structured in two phases. First, students will learn neuroanatomy and neurophysiology of the most relevant neurological conditions using LMC-based models. Then, they will learn to combine LMC games and conventional physiotherapy for neurorehabilitation purposes. The work of students will include the recording of videoreports demonstrating the acquisition of neuroanatomy concepts and simulating a clinical case. With this project we will assess the usability of LMC as an educative tool, the perception, satisfaction and self-regulated learning of physiotherapy students.