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Student Perception and Preference in Learning of Sensorimotor tracts in Neuroanatomy: Evidence for gender differences

Neuroanatomy learning and teaching continue to be a challenge in any curricula. One reason is that relations among different structures is difficult to visualize. Spatial abilities are useful in learning neuroanatomy, but students' skills differ widely in any given medical class, specially between genders. Thus, building and manipulating physical models has shown to be useful for learning anatomy, as it incorporates basic sensorimotor skills in the learning process. This study examines the spatial abilities and perceptions of undergraduate medical students toward learning sensorimotor tracts. It also proposes that following a self‐guided virtual module, in addition to “threading” the tracts over a physical model of spinal cord and brainstem, which allows visualization of the trajectories, would improve the consolidation of the information, enhance the learning experience of the topic, and contribute to student autonomy.