Plaster telencephalon models as a teaching tool in neuroanatomy: enhancing three-dimensional learning in medical education at the Federal University of Pará

Introduction: Neuroanatomy is often perceived by medical students as a cognitively demanding and intimidating subject, contributing to the phenomenon known as neurophobia. This study aimed to evaluate the impact of a practical workshop using three-dimensional plaster models of the telencephalon on student engagement, spatial understanding, and emotional response to neuroanatomical content. Methods: The intervention was conducted with undergraduate health students during neuroanatomy monitoring sessions. The workshop involved the construction, manipulation, and painting of plaster models based on the textbook Functional Neuroanatomy (Machado & Haertel, 2021). Observational data were collected from monitors and students, focusing on behavioral indicators of comprehension, confidence, and participation. Results: Students demonstrated increased autonomy and accuracy in identifying cortical structures, particularly those with clear anatomical boundaries. However, difficulties persisted in delimiting regions not marked by sulci. The activity was reported to reduce anxiety and foster motivation, with students attributing their improved retention to the tactile and visual nature of the workshop. Discussion: The results align with literature advocating for active, sensory-based methodologies in neuroanatomy education. The role of the monitors was essential in facilitating collaborative learning, echoing findings on the complementary value of mentoring and tutoring. The use of artistic and three-dimensional resources, as well as the emotional engagement promoted by the activity, contributed to overcoming neurophobia and enhancing memory formation through intrinsic motivation and novelty.