Neuroanatomy in medical education: Trends and perspectives from a bibliometric and thematic analysis

Background Neuroanatomy remains an important component of medical education, but the field has become increasingly diverse in its educational approaches, technologies, clinical integration, assessment, and learner-related perspectives. Aim This study aimed to characterize the development, thematic scope, and major educational directions of the literature on neuroanatomy in medical education using a descriptive bibliometric and thematic analysis. Materials and Methods PubMed was searched using a strategy combining the MeSH terms “Neuroanatomy” and “Education, Medical” with free-text searches for neuroanatom* and medical education in titles and abstracts. A total of 336 records were identified. Titles and abstracts were reviewed to identify recurring educational and methodological themes. Thematic categories were not considered mutually exclusive. Results The retrieved literature spanned more than seven decades. Major themes included cadaveric and specimen-based education; digital, three-dimensional, virtual, and augmented reality approaches; active and learner-centered strategies; clinical integration and neuroimaging; curriculum development, assessment, and knowledge retention; neurophobia, motivation, and learner perceptions; online and blended learning; and educational accessibility. More recent studies also addressed artificial intelligence, open educational resources, and the integration of different educational modalities. Conclusions Neuroanatomy education is characterized by substantial methodological diversity and increasing integration of anatomical, clinical, digital, and learner-centered approaches. Current literature supports a multimodal and adaptable educational framework rather than a single dominant teaching model.