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The Simplified BrainTower and Pipe Cleaners: Model Building as a Learning Tool in Neuroscience.

Andrew J Doherty¹, Joanna L Howarth²

¹School of Physiology, Pharmacology and Neuroscience University of Bristol.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience

|May 1, 2026

Summary

A simplified, interactive model-building activity improved medical students' understanding of neuroanatomy. Students who built models of specific white matter tracts, like the spinothalamic tract, demonstrated significantly better knowledge retention.

Keywords:

Simplified BrainTower anterolateral ascending tracts corticospinal descending tracts dorsal column model neuroanatomy spinothalamic

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Area of Science:

Neuroscience Education
Anatomy Learning
Medical Training

Background:

Traditional neuroanatomical teaching methods, such as fixed prosections, often hinder the understanding of complex three-dimensional brain structures, particularly distinguishing grey and white matter.
Previous complex modeling systems have proven counterproductive, increasing the difficulty for students to learn white matter tracts.

Purpose of the Study:

To introduce and evaluate a simplified, interactive modeling system designed to enhance medical students' comprehension of ascending and descending white matter tracts.
To assess the impact of an active, hands-on modeling activity on student learning and knowledge retention in neuroanatomy.

Main Methods:

Students engaged in a workshop to construct physical models of specific white matter tracts (anterolateral/spinothalamic, dorsal column/medial lemniscus, or corticospinal) using pipe-cleaners to represent neuronal pathways.
Participants were assessed on their understanding of the constructed tracts compared to others, with knowledge retention evaluated up to eleven weeks post-activity.

Main Results:

Students successfully built models of selected white matter tracts with ease.
Participants demonstrated significantly improved knowledge of the structure and function of the tract they modeled compared to those they did not.

Conclusions:

A simplified, interactive modeling approach effectively enhances student learning of complex neuroanatomical pathways.
Active model construction promotes deep learning and leads to sustained knowledge retention of white matter tracts, outperforming passive learning methods.