Topographic neuroanatomy in medical students: a quasi-experimental study of structured and cadaver-based laboratory sessions

Aims: This study aimed to evaluate the impact of structured neuroanatomy laboratory sessions on medical students’ knowledge of topographic neuroanatomy. It further investigated whether exposure to cadaver-based laboratory sessions was associated with differences in performance in the practical neuroanatomy examination component. Methods: This quasi-experimental pre-test and post-test study included 142 second year medical students, all of whom participated in four structured neuroanatomy laboratory sessions. Students were assigned to instructional groups according to the routine laboratory scheduling. Neuroanatomy knowledge was assessed using a 20 item multiple choice test before and after the sessions. Performance in the practical neuroanatomy examination was also evaluated. Results: Post-test scores were significantly higher than pre-test scores (z=9.17, p<.001), indicating improved neuroanatomy knowledge following the structured laboratory sessions, with a large effect size (r=.77). There were no significant differences between the experimental and control groups in post-test scores or knowledge gain (p>.05). However, the experimental group achieved significantly higher scores in the practical neuroanatomy examination component (U=1010.50, p<.001), with a large effect size (r=.52). A weak but statistically significant positive correlation was found between pre-test and post-test scores (ρ=0.254, p=0.002). Conclusion: Structured neuroanatomy laboratory sessions were associated with improved knowledge of topographic neuroanatomy. Although knowledge gains were similar between groups, exposure to cadaver-based laboratory sessions was specifically associated with higher performance in the practical neuroanatomy examination component.