{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T14:59:07Z","timestamp":1787497147748,"version":"build-2736575974"},"reference-count":92,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2021,3,19]],"date-time":"2021-03-19T00:00:00Z","timestamp":1616112000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2022,3]]},"abstract":"<jats:p>\n                    Polarized light imaging (PLI) is a new method which quantifies and visualizes nerve fiber direction. In this study, the educational value of PLI sections of the human brainstem were compared to histological sections stained with Luxol fast blue (LFB) using e\u2010learning modules. Mental Rotations Test (MRT) was used to assess the spatial ability. Pre\u2010intervention, post\u2010intervention, and long\u2010term (1\u00a0week) anatomical tests were provided to assess the baseline knowledge and retention. One\u2010on\u2010one electronic interviews after the last test were carried out to understand the students\u2019 perceptions of the intervention. Thirty\u2010eight medical students, (19 female and 19 males, mean age 21.5\u00a0\u00b1\u00a0SD 2.4; median age: 21.0\u00a0years) participated with a mean MRT score of 13.2\u00a0\u00b1\u00a05.2 points and a mean pre\u2010intervention knowledge test score of 49.9\u00a0\u00b1\u00a011.8%. A significant improvement in both, post\u2010intervention and long\u2010term test scores occurred after learning with either PLI or LFB e\u2010learning module on brainstem anatomy (both\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0&lt;\u00a00.001). No difference was observed between groups in post\u2010intervention test scores and long\u2010term test scores (\n                    <jats:italic>P\u00a0=\u00a0<\/jats:italic>\n                    0.913 and\n                    <jats:italic>P\u00a0=\u00a0<\/jats:italic>\n                    0.403, respectively). A higher MRT\u2010score was significantly correlated with a higher post\u2010intervention test score (\n                    <jats:italic>\n                      r\n                      <jats:sub>k<\/jats:sub>\n                    <\/jats:italic>\n                    \u00a0=\u00a00.321;\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0&lt;\u00a00.05, respectively), but there was not a significant association between the MRT\u2010 and the long\u2010term scores (\n                    <jats:italic>\n                      r\n                      <jats:sub>k<\/jats:sub>\n                    <\/jats:italic>\n                    = \u22120.078;\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0=\u00a00.509). Interviews (\n                    <jats:italic>n<\/jats:italic>\n                    \u00a0=\u00a010) revealed three major topics: Learning (brainstem) anatomy by use of e\u2010learning modules; The \u201cneed\u201d of technological background information when studying brainstem sections; and Mnemonics when studying brainstem anatomy. Future studies should assess the cognitive burden of cross\u2010sectional learning methods with PLI and\/or LFB sections and their effects on knowledge retention.\n                  <\/jats:p>","DOI":"10.1002\/ase.2056","type":"journal-article","created":{"date-parts":[[2021,1,28]],"date-time":"2021-01-28T20:08:31Z","timestamp":1611864511000},"page":"317-329","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["E\u2010Learning Three\u2010Dimensional Anatomy of the Brainstem: Impact of Different Microscopy Techniques and Spatial Ability"],"prefix":"10.1002","volume":"15","author":[{"given":"Anne\u2010Marie van","family":"Cappellen van Walsum","sequence":"first","affiliation":[{"name":"Department of Medical Imaging Radboud University Medical Center Nijmegen The Netherlands"},{"name":"Donders Institute for Brain, Cognition and Behaviour Radboud University Nijmegen The Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3915-3034","authenticated-orcid":false,"given":"Dylan J.H.A.","family":"Henssen","sequence":"additional","affiliation":[{"name":"Department of Medical Imaging Radboud University Medical Center Nijmegen The Netherlands"},{"name":"Donders Institute for Brain, Cognition and Behaviour Radboud University Nijmegen The Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,3,19]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2923.2009.03536.x"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.1604"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8535.2005.00454.x"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1053\/j.sult.2010.03.006"},{"key":"e_1_2_8_6_1","first-page":"865","volume-title":"Handbook of Research on Educational Communications and Technology","author":"Anglin GJ","year":"2004"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuroimage.2010.08.075"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1109\/NSSMIC.2007.4437076"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.3389\/fninf.2011.00034"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.1840"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0079-7421(08)60452-1"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.1858"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.2022"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.1921"},{"key":"e_1_2_8_15_1","first-page":"201","volume-title":"Taxonomy of Educational Objectives: The Classification of Educational Goals. 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