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Neuroanatomy specimens have greater fragility than other anatomy specimens and their useful life depends on good conditioning and protection. The difficulty in obtaining human specimens has increased the demand for preparations that might make such specimens more durable. Objective: transform the collection of neuroanatomy specimens in the anatomy laboratory into specimens that were more instructive for students, through more refined anatomical techniques, thereby improving the appearance and preservation of these specimens, and also to develop a scientific study on the importance of this type of didactic-pedagogical tool. Material and Methods: After preparing the specimens and using them in the classroom, we applied a questionnaire to evaluate the learning process, with regard to ease of handling the specimens, improvement of instruction and construction of knowledge. We gathered responses from 53 students in their fourth teaching semester of the biomedicine course at the Methodist University of São Paulo. Results: after the treatment to clarify and demarcate anatomical structures in the neuroanatomical specimens that was put forward in this study, an effective improvement in the students’ study method was demonstrated (100%). Conclusions: The objectives proposed by the discipline were achieved in terms of yield (92.5%) and understanding of theory during practical classes (98%), thus generating student behavior that was more positive. In relation to handling and discomfort relating to the smell of the old specimens, there was an improvement of 88.7% through using the current specimens. There was also an improvement in learning outside of the classroom hours (86.4%).

Investigation of the impact using neuroanatomy specimens prepared using new anatomical techniques on students' learning