<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712024000200301</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.2-2023-0267</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de ensino-aprendizagem de neuroanatomia: uma revisão integrativa da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategies for teaching-learning neuroanatomy: an integrative literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Bruna Mendanha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Beatriz de Castro Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez]]></surname>
<given-names><![CDATA[Paulo José Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Medicina de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: Uma significativa parcela dos estudantes de Medicina considera a neuroanatomia um conteúdo de difícil compreensão, muitas vezes desprovido de aplicações práticas devido à sua extensa e monótona apresentação. Além disso, ao longo das últimas décadas, houve uma redução no tempo dedicado à apresentação teórica da neuroanatomia. Corroborando tal afirmativa, durante a pandemia de Covid-19, observou-se um distanciamento crescente entre professores e alunos, o que, por sua vez, agravou ainda mais os desafios no ensino da disciplina.  Objetivo: Este estudo possui como objetivo realizar uma revisão integrativa da literatura no intuito de explorar estratégias para aperfeiçoamento do ensino da neuroanatomia no curso superior de Medicina.  Método: Para atingir esse objetivo, os subscritores efetivaram uma pesquisa integrativa de artigos publicados sobre estratégias de ensino-aprendizagem de neuroanatomia para estudantes de Medicina no período entre 1º de janeiro de 2000 e 26 de maio de 2023. Para obtenção de tais dados, os autores utilizaram três bases de dados - PubMed, SciELO e BVS -, empregando os seguintes descritores e o operador booleano &#8220;AND&#8221; em ambos os idiomas (português e inglês): &#8220;ensino&#8221;, &#8220;aprendizagem&#8221;, &#8220;neuroanatomia&#8221;, &#8220;estudantes de medicina&#8221;, &#8220;learning&#8221;, &#8220;teaching&#8221;, &#8220;neuroanatomy&#8221; e &#8220;medical students&#8221;.  Resultado: A revisão da literatura revelou uma crescente exploração de novas abordagens de ensino e aprendizado em neuroanatomia, destacando-se o uso de tecnologias como realidade virtual, cursos de neuroanatomia assistidos por computadores, modelos anatômicos de argila e a aplicação de estudos de casos clínicos.  Conclusão: Nota-se nos últimos anos um notável surgimento de novas estratégias de ensino-aprendizagem no cenário acadêmico, que, por sua vez, visam aprimorar o conhecimento e a experiência dos alunos nos mais variados campos, inclusive na neuroanatomia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Most medical students consider neuroanatomy to be a challenging subject, often lacking practical applications due to its extensive and monotonous presentation. Furthermore, over the past few decades, there has been a reduction in the time allocated to the theoretical presentation of neuroanatomy. Recently, during the COVID-19 pandemic, there has been a growing disconnect between teachers and students, exacerbating the challenges in teaching this discipline.  Objective:  This study aimed to conduct an integrative literature review to explore strategies for enhancing the teaching of neuroanatomy in medical undergraduate programs.  Method: To achieve this objective, we conducted an integrative search of articles published on teaching and learning strategies in neuroanatomy for medical students. We utilized three databases: PubMed, SciELO, and BVS, employing the following keywords and the boolean operator &#8220;AND&#8221; in both Portuguese and English: &#8220;ensino,&#8221; &#8220;aprendizagem,&#8221; &#8220;neuroanatomia,&#8221; &#8220;estudantes de medicina,&#8221; and &#8220;learning,&#8221; &#8220;teaching,&#8221; &#8220;neuroanatomy,&#8221; and &#8220;medical students.&#8221;  Result: The literature review revealed a growing exploration of new approaches to teaching and learning in neuroanatomy, with a focus on the utilization of technologies such as virtual reality, computer-assisted neuroanatomy courses, anatomical clay models, and the application of clinical case studies.  Conclusion:  In recent years, there has been a noticeable emergence of new teaching and learning strategies in the academic environment, aimed at enhancing students&#8217; knowledge and experience, particularly in the field of neuroanatomy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Neuroanatomia]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Neuroanatomy]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
</kwd-group>
</article-meta>
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