Abstract
The dissection belongs to the medical teaching-learning process since ancient times. However, due to the generalization of the practice, the demand for corpses increased so that control of their origin was lost several technological tools are used in the learning of human anatomy, such as anatomical tables and 3D printed organs, which are complementary to a good practice in the field of health. This study report an experience of four medical students performing a practical dissection immersion in neuroanatomy, as well as their perceptions about the evolution of knowledge of the brain structural characteristics. In a maximized perception, it was felt the need to combine ways to teach neuroanatomy in order to unite the theory with the real perception of the organs, enabling an anatomical and physiological understanding close to reality. The use of anatomical atlases in drawings or photographed images is the most traditional study tool and with technological development, digital tools have been gaining ground in this educational scenario. However, the oldest way to study anatomy, visual exploration and dissection of the human body, will always make a great contribution to the study of neuroanatomy. Nonetheless, access to biological materials, for well-founded ethical reasons, is becoming increasingly rare, that is why students who experience these experiences are able to transform the knowledge obtained from unique opportunities into teaching materials accessible to academics in the health area.
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References
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