Pembelajaran Neuroanatomi dalam Pendidikan Kedokteran: Tinjauan Naratif tentang Hambatan Belajar dan Media Pendukung

Neuroanatomy challenges medical students to integrate spatial relationships, neural pathways, and clinical reasoning. This targeted literature review critically examines learning barriers and supporting instructional media. Fifteen primary studies published between 2018 and 2026 were synthesized narratively by theme; the selection stages were described with reference to PRISMA 2020, although complete search records were unavailable. Participants, study designs, interventions, outcomes, and limitations were compared across cognitive-curricular barriers, immersive spatial visualization, and physical or active learning. Reported neurophobia and conceptual difficulty were linked to perceived complexity and insufficient integration with clinical applications. However, interactivity did not consistently yield better performance. Randomized comparisons found no statistically significant advantage of immersive virtual reality over printed materials or of interactive modules over comparable reading materials. A separate comparative study favored physical brain cross-sections over augmented reality for the tasks assessed. Other studies suggested benefits from mixed reality, three-dimensional visualization, and flipped classrooms, but interpretation was constrained by small samples, short follow-up, or uncontrolled designs. The synthesis therefore distinguishes satisfaction, immediate test scores, delayed retention, and transfer to clinical reasoning. Instruction should combine anatomical specimens, task-specific visualization, active clinical practice, and repeated assessment; future studies should examine long-term retention and clinical transfer.