Cadaver Dissections in Medical School Based on Functional Neuroanatomy Improve Results: A Double Blind Prospective Randomized Controlled Study

Background: Cadaver dissection is a well-established method to teach neuroanatomy in medical school. However, the outcome on functional anatomical understanding and student experience has not been studied. The aim of this study was to compare traditional topographically based brain cadaver dissections with dissections based on functional white matter dissections with regard to functional-anatomical knowledge and student experience. Methods: Pre-clinical medical students were randomly assigned to a control group with traditional two dimensional topographical cadaver dissections and to study groups with functionally based white matter dissections. The control dissections were performed as formerly planned by non-clinical anatomy tutors and the study dissections were planned and overseen by an experienced neurosurgeon. After the dissections, the students underwent a web-based questionnaire including four questions on topographical and functional neuroanatomy, and three questions on experience and self-evaluation of neuroanatomical knowledge. Results: A total of 130 students were included, (n=33 in the control group and n=97 in the study group). Students in the study group scored higher on knowledge-based multiple-choice questions regarding speech and language, motor functions and the ventricular system; however, statistical significance was observed only for speech and language. They also scored higher in self-perceived knowledge after the dissections, although not statistically significant. Discussion: Including functional and clinical aspects in brain cadaver improves anatomy teaching in pre-clinical medical students. The authors argue that it is of importance to integrate clinicians in the pre-clinical anatomy teaching.