Clinical neuroanatomy teaching at Peking University Health Science Center: Evolution, current practice, and future direction

Why clinicians should know about it

• Picked for Embryology (top studies of the week, 19 July 2026).

Abstract

Neuroanatomy has been considered one of the most challenging subjects in medical education, often leading to "neurophobia" and discouraging students from pursuing neurological specialties. At PKUHSC, the curriculum has evolved from a traditional, discipline-based model to a technology-enhanced, integrated "Nervous System" module for approximately 176 second-year preclinical students annually. This reform integrates several innovations: (1) a blended instructional model combining lectures, hands-on laboratory sessions, team-based learning (TBL), and case-based learning (CBL); (2) technological integration of virtual reality (VR), diffusion tensor imaging (DTI), and 3D-assisted teaching based on real specimens, allowing interactive exploration of high-resolution digitized anatomical structures while preserving the authenticity of cadaveric materials; (3) integration of a knowledge graph and artificial intelligence (AI)-powered formative assessments. Preliminary evaluation data demonstrated positive impacts. On the 3D real-specimen scanning platform, 100% of students agreed that the models helped them understand complex spatial relationships, and over 95% reported increased learning confidence. Student surveys (n = 176) indicated that the smart course platform improved anatomy understanding and was positively correlated with test performance (β = 1.24, p < 0.001). Students who completed three adaptive practice sessions achieved significantly higher scores (9.12 ± 0.98) than non-users (7.12 ± 2.41, p < 0.001), with the proportion of high scorers (≥9) increasing from 24.0% to 83.1%. Overall, a theoretically grounded, technology-enhanced, and clinically integrated curriculum significantly improves learning outcomes. Key transferable lessons include using hybrid models that complement rather than replace traditional dissection and embedding formative assessment with data analytics. Our experience offers a reproducible roadway for modernizing neuroanatomy education across diverse medical education settings.

Abstract as published, via PubMed.