Use of a Practical 3D Model for Learning Sensory‐motor Tracts in Neuroanatomy: Evidence for Sex Differences

Learning the anatomy of the sensory‐motor pathways is essential to understanding responses of sensory and motor stimuli through the nervous system, and to interpret cases in a clinical setting. Evidence shows that the use of low‐resolution tangible models might enhance the learning process by allowing the students to integrate visual‐spatial abilities in their study. Here, we introduce the use of a 3D acrylic model of the spinal cord and brainstem, as a complementary educational tool for learning the anatomical pathways of the sensory‐motor tracts. The utility of the model was evaluated by comparing learning outcomes, motivation and self‐efficacy in an undergraduate medical anatomy class. Standard mental rotation test (MRT) and self‐perception of ability and motivation was also registered. A translucid‐acrylic 3D model was designed and digitized to be laser‐cut. It consists of ten segments representing the principal regions of the spinal cord and brainstem, from the midbrain to the sacrum. The segments need to be stacked and secured with nylon in the appropriate order for the model to fit correctly. The model can be “collapsed” into a small box for easy storage and transportation. Identification and correct assembling of the segments would be the first skill practiced by the students. In each segment, the grey matter is rasterized opaque, and the white matter tracts are outlined and have a thin slit cut‐out. Through the slits, students "thread” the colored ribbons representing the ascending and descending tracts (axons), and place colored clay dots to represent the somas. The pathway can be visualized throughout, especially at decussation points. As previously shown, the male population has a greater ability to rotate objects mentally than the female population, according to their MRT scores (p<0.01). Also, male students perceive themselves as highly skilled in spatial abilities compared to females, who consider themselves as medium low (chi 2 , p<0.5). However, male and female students' self‐perception of ability is not correlated with actual MRT scores. On the contrary, students who consider they are “highly” skilled in spatial abilities, have a lower performance in the MRT, in contrast to those who consider they have a poor ability (p<0.1). The use of the 3D model seems to improve motivation and self‐efficacy for both sexes (p<0.1); however, preliminary results do not show significant improvement in the knowledge test. Interestingly, more male students in the control group consider they have a "high" spatial ability after studying the topic (chi 2 , p<0.5), which suggest that building the model improves understanding of the competence required to master the subject, while there is no effect for the female students. The construction of the model for visualization of the tracts is a cost‐effective and practical method to supplement learning the sensory‐motor pathways. Rigorous evaluation of the model is needed to demonstrate that using it enhances understanding of the topic, integration and consolidation of information, and development of clinical skills. Support or Funding Information Academic Vice‐presidency. Universidad de los Andes, ColombiaThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .