Da Vinci Coding? Using Renaissance Artists’ Depictions of the Brain to Engage Student Interest in Neuroanatomy

摘要

This report describes a pair of brief, interactive classroom exercises utilizing Renaissance artists’ depictions of the brain to help increase student interest in learning basic neuroanatomy. Undergraduate students provided anonymous quantitative evaluations of both exercises. The feedback data suggest that students found both exercises engaging. The data also suggest that the first exercise increased student interest in learning more about neuroanatomy in general, while the second provided useful practice in identifying major neuroanatomical structures. Overall, the data suggest that these exercises may be a useful addition to courses that introduce or review neuroanatomical concepts.