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Neuroanatomy knowledge is pivotal due to the constantly increased use of neuroimaging in everyday clinical practice, even in the emergency setting as it is for patients potentially affected by stroke. To empower our students, we are relying on innovative 3D digital tools to teach human anatomy, exploiting several approaches among which Anatomage TableTM, also fostering a peer-to-peer tutor program. We present here the results of a pilot phase of these initiatives. First year med students from the Italian and International Course used Anatomage TableTM under the supervision of fourth-, fifth-, or sixth-year med students, as peer-to-peer tutors. Participants were divided into groups (10-12 people each). Three sessions lasting 2 hours were planned with a predefined topic: thorax (topic 1), abdomen/pelvis (topic 2), neuroanatomy (topic 3). A questionnaire was filled at the end of each session rating satisfaction/impact. One-hundred-thirty students (105 from the Italian course and 25 from the international course) participated. More than 90% of students rated the neuroanatomy session as highly satisfactory and more than 95% as highly useful, and 100% of them would suggest others participate. Based on these results, a further implementation is planned for the next year, also exploiting DICOM data to present the students with real clinical cases bearing a highly didactive anatomical content. Specifically, in the international course, based on a vertical track approach, we are also strongly relying on flipped-classroom approach. Digital tools to teach neuroanatomy are also being implemented for clinically oriented teaching for residents/consultants. [ABSTRACT FROM AUTHOR]

Innovative teaching methods can be thought of as a complex device, where cognitive, emotional and procedural elements are interconnected. Teaching is also defined as innovative when it is possible to find successful and effective solutions to complex contests in terms of mediation and sustainability. This abstract investigates three different teaching methods (Flipped Classroom, Cooperative Learning and Project Based Learning) and the complex system of Competency-based Learning they refer to. Furthermore, not only does it examine three experiences and highlight their strengths and weaknesses (according to the SWOT analysis), but also provides recommendations for limiting risks and making use of the exploiting opportunities. Didattica innovativa. Soluzioni efficaci per contesti complessi La didattica innovativa può essere intesa come dispositivo complesso, in cui interagiscono elementi cognitivi, affettivi e procedurali. La didattica si definisce innovativa, inoltre, quando sa creare una dialettica tra complessità del contesto e soluzioni metodologiche efficaci, sia in termini di mediazione, sia di sostenibilità dei processi. L’articolo prende in esame tre strategie d’insegnamento (flipped classroom, cooperative learning, Project Based Learning) e il relativo sistema complesso della didattica per competenze e analizza tre esperienze d’insegnamento, evidenziandone gli elementi di forza e di debolezza e le relative raccomandazioni per limitare i rischi e sfruttare le opportunità.

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