000168588 001__ 168588
000168588 005__ 20260211123813.0
000168588 0247_ $$2doi$$a10.1016/j.aanat.2026.152783
000168588 0248_ $$2sideral$$a147998
000168588 037__ $$aART-2026-147998
000168588 041__ $$aeng
000168588 100__ $$0(orcid)0000-0003-3948-333X$$aLatre-Navarro, Lorena$$uUniversidad de Zaragoza
000168588 245__ $$aNeurocognitive outcomes of reinforced representational modelling in anatomical learning: The role of executive functions
000168588 260__ $$c2026
000168588 5060_ $$aAccess copy available to the general public$$fUnrestricted
000168588 5203_ $$aPurpose
This study examined neurocognitive outcomes of an innovative teaching approach in undergraduate anatomical education, focusing on executive functions with emphasis on cognitive flexibility. Reinforced representational modelling was implemented to assess its potential to support learning processes.
Methods
A quasi-experimental study involved first-year anatomy students from two universities (n = 116). Each institution delivered a single 30-hour program with different teaching methods: conventional lectures using 3D atlases and standard drawing tasks (control group) versus reinforced representational modelling (experimental group), taught by its regular instructor and aligned with its syllabus. Pre- and post-intervention outcomes were assessed using psychometric instruments: the Webexec scale for perceived executive difficulties and the Cognitive Flexibility Scale for cognitive flexibility. Statistical analyses included independent-samples t-tests, repeated-measures factorial ANCOVAs (time × treatment), and effect size estimations (Cohen’s d, partial η²).
Results
Perceived executive difficulties showed a strong time effect across both groups (F(1) = 20.28, p < 0.001, η²p = 0.176), increasing over the course, whereas no treatment effect appeared after controlling for baseline differences. Cognitive flexibility was higher in the experimental group at post-test (p = 0.044, Cohen’s d = 0.36), although this advantage diminished once covariates were controlled.
Conclusions
Reinforced representational modelling may foster flexible learning strategies in anatomy education. Cognitive flexibility showed some responsiveness to the intervention, while increases in perceived executive difficulties likely reflect the cognitive demands of early anatomy learning. Although effects were modest and partly influenced by covariates and baseline differences, findings suggest that executive functioning remains a key neurocognitive determinant in anatomical learning.
000168588 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ2022-CSJ-20
000168588 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000168588 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000168588 700__ $$0(orcid)0000-0003-4621-6993$$aQuintas-Hijós, Alejandro$$uUniversidad de Zaragoza
000168588 7102_ $$11003$$2027$$aUniversidad de Zaragoza$$bDpto. Anatom.Histolog.Humanas$$cArea Anatom.Embriol.Humana
000168588 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000168588 773__ $$g264 (2026), 152783 [8 pp.]$$pAnn. anat.$$tANNALS OF ANATOMY-ANATOMISCHER ANZEIGER$$x0940-9602
000168588 8564_ $$s2615475$$uhttps://zaguan.unizar.es/record/168588/files/texto_completo.pdf$$yVersión publicada
000168588 8564_ $$s2441014$$uhttps://zaguan.unizar.es/record/168588/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000168588 909CO $$ooai:zaguan.unizar.es:168588$$particulos$$pdriver
000168588 951__ $$a2026-02-11-10:27:47
000168588 980__ $$aARTICLE