Abstract
Anatomical dissections and prosected cadaveric specimens are currently believed to be the most beneficial delivery method for tertiary anatomy education. However, there is increasing demand within the tertiary medical education community for alternative delivery methods to complement current teaching practices, particularly in the complex field of neuroanatomy. To ensure that students learning of neuroanatomy is effective, it is necessary to take an evidenced-based approach. Therefore, this review will compare and contrast the different factors involved in learning neuroanatomy and the different modalities that can be used to teach this complex topic. Further, this review will also highlight the differences between individual and mixed-model delivery systems, which may influence the current pedagogies surrounding tertiary neuroanatomy in the dynamic educational setting.
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