Background and Objective: Neuroanatomy is both terrifying to learn and problematic to teach, and the different methods of neuroanatomical education have their own strengths and weaknesses. In this cross-sectional study, we evaluated the perception of undergraduate medical students towards the combined use of plastinated and formalinpreserved brain specimen in their neuroanatomy course. Methods: A bridging program was designed for students whose medical education was interrupted by the COVID-19 pandemic in order to reinforce the knowledge and understanding of anatomy that they acquired in a virtual environment. A total of 175 first year medical students participated in this learning activity, which included seven stations in neuroanatomy spread across two hours, and covered the anatomy of the circle of Willis, brainstem, cranial nerves, spinal cord, internal cerebrum, and external cerebrum. To evaluate short-term learning, the students were asked to take a quiz containing 10 multiple-choice questions before and after the learning activity. In addition, the students also answered a survey containing 11 Likert-type questions asking about their perception of the learningactivity. Results: Following the learning activity, mean test scores increased from 4.73 (SD 1.74) to 5.32 (SD 1.52; mean difference 0.59, p = 0.008). Majority of the students (mean 81%, range 43-93%) had a neutral or positive perception of plastinated brain specimen, and on factor analysis, plastinated brain specimen were found to be both practical and useful for learning neuroanatomy. However, the participants perceived plastinated brain specimen alone to be insufficient for learning neuroanatomy, and a multimodal approach to learning neuroanatomy is ideal. Conclusion Plastinated brain specimens were found to be an effective complement to formalin-preserved brain, and these should be used by medical schools when designing neuroanatomy learning activities for their students.
Neuroanatomy

The Internet is becoming an important way of delivering medical and other educational information. We have estabilished neuroanatomy education website in Korean (http://anatomy.yonsei.ac.kr/neuro-web/home.htm) based on textbook of medical neuroanatomy written by the authors. For searching database indexed text and figures, Microsoft SQL (Structure Query Language) server version 7.0 on the Microsoft Windows NT platform was used. HTML (hypertext markup language) template files were designed to show the results of database queries. The bulletin board was added to answer the questions. Log file analysis of the website server revealed average 112.3 visitors per day viewing average 26.1 pages in the period of four weeks from September 1st to 28th, 2001. Much appreciation was expressed in bulletin boards as well as questions and comments. We have reported process of website development for other educators in anatomy in order to share the lessons learned to develop and enhance their own information through the Internet.
Education* ; Internet* ; Neuroanatomy*

No abstract available.
Automatic Data Processing* ; Neuroanatomy* ; Schizophrenia*

A flipped classroom is a learner centered approach in which the learner is responsible to attend the class with basic understanding of the subject to fully participate and engage in discussions. The aim of this study was to evaluate students' perception of flipped classroom approach for neuroanatomy module and assess the impact on their performance and attitudes. The subject chosen to evaluate the flipped classroom model for first year medical students was clinical neuroanatomy. One hundred and thirty first year medical students participated in the study module. Students were divided into five groups and five case scenarios pertaining to various clinically relevant regions of the neuraxis, with varying anatomical complexity were generated. The pre- and post-tests were designed to specifically test the declared learning objectives of the session. The perception of the students regarding this model of teaching and learning was also evaluated. Eighty-six percent of students felt that the flipped classroom approach was better at fulfilling the stated learning objectives than the conventional didactic teaching, 92% felt that the work-sheet with questions provided prior to the class enabled a better understanding of the subject and 87% were of the opinion that the web sources with references kindled a greater interest to read as compared with didactic lectures. The paired t test showed highly significant differences between the pre and post-test scores. Student response to the flipped classroom structure was largely positive, indicating it to be an approach worth pursuing in future years.
Humans ; Learning ; Lectures ; Neuroanatomy* ; Students, Medical

OBJECTIVES: Abnormalities in the frontal lobe have been consistently suggested in the pathophysiology of depression. The purpose of this review is to discuss the relationship between the frontal lobe and depression. METHODS: Recent researches on the frontal lobe in depression were reviewed and abnormalities in this region were considered within the context of modern functional neuroanatomy. RESULTS: This paper reviewed evidence strongly implicating the frontal lobe as a key brain structure in depression. CONCLUSION: Taken together, these abnormalities in the function of the frontal lobe implicate interconnected neural circuits in depression and offer suggestions for the themes of future research and treatment. Further research is needed to investigate the association between emotion and the brain in the paradigm of "affective neuroscience".
Brain ; Depression* ; Frontal Lobe* ; Functional Neuroimaging ; Neuroanatomy

Recent development of cyber lecture system has greatly influenced on the medical education especially on anatomy related subjects. Furthermore, the technology associated to the cyber lecture system is now widely used as the evaluation tool for the medical students. The purposes of this study are to evaluate the opinions of students according to the types of cyber lectures which were applied to a basic medical subject (neuroanatomy) and to suggest practical services and applications available for the medical students. In this study, we adopted several teaching strategies such as online lecture system and web assisted instruction to the neuroanatomy class. Medical students of Dankook universitiy were classified into three groups (online lecture group, web assisted instruction group, and cyber lecture non-experienced group) and asked to complete anonymous survey in private. The majority of students had already experienced web-based leaning at least once. The degree of student satisfaction at the cyber lecture contents were relatively high in both online lecture group and web assisted instruction group. Students in all groups slightly preferred classical lecture room lecture but also seem to be familiar to the cyber lecture. Students from all groups suggested parallel progress with lecture room lecture as the proper application of cyber lecture. Growing demands of cyber lectures based on network technology is likely to make new paradigm of medical education in the near future. Practically, application of cyber lecture system to the lab course of sectional neuroanatomy and also to the preparation for the wide scoped examination might be suggested at this time.
Anonyms and Pseudonyms ; Education, Medical ; Humans ; Lectures ; Neuroanatomy* ; Students, Medical*

OBJECTIVES: The aim of this study is to identify the association between agitation/aggression and atrophy in specific brain areas in Alzheimer's disease (AD). METHODS: Fifty six patients with mild or moderate AD participated in this study. Cognitive function was measured using the Korean version of the Mini-Mental State Examination (K-MMSE), and Clinical Dementia Rating (CDR). Agitation/aggression symptoms were measured using the Korean version of the Neuropsychiatric Inventory (K-NPI). Atrophies of brain were analyzed using Voxel Based Morphometry (VBM). RESULTS: Higher scores of agitation/aggression were correlated with the atrophy of left middle temporal, left fusiform, right middle temporal, left inferior temporal, right inferior temporal, left superior temporal, left middle occipital, right orbitofrontal, right superior frontal, left angular and right middle frontal gyrus (p<0.001, uncorrected for multiple comparisons, extent threshold=200 voxel). CONCLUSION: Agitation/aggression was correlated with specific neuroanatomical changes in mild or moderate AD.
Aggression ; Alzheimer Disease* ; Atrophy ; Brain ; Dementia ; Humans ; Neuroanatomy

PURPOSE: Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of standalone learning 'equivalence-based instruction' (EBI) resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. METHODS: We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. RESULTS: We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. CONCLUSION: These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, such as science and medicine.
Cognition ; Great Britain ; Humans ; Learning ; Methods ; Neuroanatomy* ; Students, Medical

The current understanding of the neurobioloby of anxiety is generally based on experimental animal model, empirical effective psychopharmacological agents, chemical and naturalistic challenge paradigms, and psychoendocinological assessment. This article focuses on reviewing neuroanantomical, neuroendocinological and neurofunctional research of anxiety disorder. In the decade ahead, we anticipate that extension of current research and the new integrated approach promise novel insight into mechanism of anxiety.
Anxiety Disorders ; Anxiety* ; Models, Animal ; Neuroanatomy ; Neurobiology* ; Neuroendocrinology ; Neuroimaging

OBJECTIVES: The neural substrate of fear is thought to be highly conserved among species including human. The purpose of this review was to address the neural substrates of fear based on recent findings obtained from animal and human studies. METHODS: Recent studies on brain regions related to fear, particularly fear conditioning in rodents and humans, were extensively reviewed. RESULTS: This paper suggests high consistency in anatomical structure and physiological mechanisms for fear perception, response, learning and modulation in animals and humans. CONCLUSIONS: Fear is manifested and modulated by well conserved neural circuits among species interconnected with the amygdala, such as the hippocampus and the ventromedial prefrontal cortex. Further research is required to incorporate findings from animal studies into a better understanding of neural circuitry of fear in human in a translational approach.
Amygdala ; Animals ; Brain ; Hippocampus ; Humans ; Learning ; Neuroanatomy ; Prefrontal Cortex ; Rodentia