168588 20260211123813.0 doi 10.1016/j.aanat.2026.152783 sideral 147998 ART-2026-147998 eng Latre-Navarro, Lorena Universidad de Zaragoza (orcid)0000-0003-3948-333X Neurocognitive outcomes of reinforced representational modelling in anatomical learning: The role of executive functions 2026 Purpose 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. Access copy available to the general public Unrestricted info:eu-repo/grantAgreement/ES/UZ/JIUZ2022-CSJ-20 info:eu-repo/semantics/openAccess by-nc-nd https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quintas-Hijós, Alejandro Universidad de Zaragoza (orcid)0000-0003-4621-6993 1003 027 Universidad de Zaragoza Dpto. Anatom.Histolog.Humanas Area Anatom.Embriol.Humana 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 264 (2026), 152783 [8 pp.] Ann. anat. ANNALS OF ANATOMY-ANATOMISCHER ANZEIGER 0940-9602 2615475 http://zaguan.unizar.es/record/168588/files/texto_completo.pdf Versión publicada 2441014 http://zaguan.unizar.es/record/168588/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:168588 articulos driver 2026-02-11-10:27:47 ARTICLE