Name
Transforming Neurophobia: Implementing an MRI-Enhanced Virtual Brain Atlas and Centralized Anatomy Website Across Health Science Curricula
Date & Time
Sunday, June 7, 2026, 4:38 PM - 4:53 PM
Location Name
Oglethorpe F
Speakers
Authors
Inga Kadisha, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Department of Cell, Developmental, and Integrative Biology
Bailey Anderson, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine
Jordan George, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Department of Neurosurgery
Kristina Visscher, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Department of Neurobiology
Pinar Demirayak, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Department of Neurobiology
Danielle Edwards, The University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Department of Cell, Developmental, and Integrative Biology
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE: Neuroanatomy is considered one of
the most challenging areas in medical education and is associated with
“neurophobia.” To address this, we developed the Virtual Interactive Brain
Atlas (VIBA) and Virtual Anatomy Lab (VAL) website and integrated them into
the second-year Neuroscience module to improve accessibility and support
self-directed learning. The aim of this evaluation was to assess the
usability, accessibility, and perceived educational benefit of VIBA and VAL
following implementation.
METHODS: VIBA was created using plastinated human brain slices supplemented
with T1-weighted MRI scans. The atlas contains 1,527 annotated sections and
over 500 self-assessment questions. The VAL website provides more than 100
curated neuroanatomy, histology, and imaging resources. Both tools were
integrated into the 10-week curriculum. An anonymous post-course survey was
distributed in Fall 2023. The 20-item instrument, developed internally and
reviewed by content experts, included yes/no, Likert-scale, and open-ended
items assessing usability, accessibility, and perceived educational benefit.
Seventy-three students completed the survey. Quantitative data were analyzed
descriptively using SPSS v29, and qualitative responses underwent thematic
content analysis.
RESULTS: A total of 78 students completed the survey. 87% reported using
VIBA, and 73% accessed the VAL website. Among VIBA users, 67% engaged with
the MRI mode, 89% utilized practice questions, and 63% spent over two hours
using the tool. 83% agreed that VIBA improved their conceptual understanding,
while 84% felt better prepared for practical exams. Qualitative feedback indicated
perceived improvements in spatial understanding and in linking structural
anatomy with corresponding radiologic images.
CONCLUSION: The implementation of the MRI-annotated digital atlas and
centralized anatomy website provides a scalable framework for enhancing
neuroanatomy education by improving usability, accessibility, and perceived
educational benefit. Following institutional adoption, VIBA received formal
copyright designation and approval for broader dissemination, underscoring
its adaptability within medical curricula.
the most challenging areas in medical education and is associated with
“neurophobia.” To address this, we developed the Virtual Interactive Brain
Atlas (VIBA) and Virtual Anatomy Lab (VAL) website and integrated them into
the second-year Neuroscience module to improve accessibility and support
self-directed learning. The aim of this evaluation was to assess the
usability, accessibility, and perceived educational benefit of VIBA and VAL
following implementation.
METHODS: VIBA was created using plastinated human brain slices supplemented
with T1-weighted MRI scans. The atlas contains 1,527 annotated sections and
over 500 self-assessment questions. The VAL website provides more than 100
curated neuroanatomy, histology, and imaging resources. Both tools were
integrated into the 10-week curriculum. An anonymous post-course survey was
distributed in Fall 2023. The 20-item instrument, developed internally and
reviewed by content experts, included yes/no, Likert-scale, and open-ended
items assessing usability, accessibility, and perceived educational benefit.
Seventy-three students completed the survey. Quantitative data were analyzed
descriptively using SPSS v29, and qualitative responses underwent thematic
content analysis.
RESULTS: A total of 78 students completed the survey. 87% reported using
VIBA, and 73% accessed the VAL website. Among VIBA users, 67% engaged with
the MRI mode, 89% utilized practice questions, and 63% spent over two hours
using the tool. 83% agreed that VIBA improved their conceptual understanding,
while 84% felt better prepared for practical exams. Qualitative feedback indicated
perceived improvements in spatial understanding and in linking structural
anatomy with corresponding radiologic images.
CONCLUSION: The implementation of the MRI-annotated digital atlas and
centralized anatomy website provides a scalable framework for enhancing
neuroanatomy education by improving usability, accessibility, and perceived
educational benefit. Following institutional adoption, VIBA received formal
copyright designation and approval for broader dissemination, underscoring
its adaptability within medical curricula.
Presentation Tag(s)
Student Presentation