Traditional neuroanatomy lectures are increasingly being replaced by interactive learning modalities. Our neuroanatomy course integrates flipped classrooms, small-group hands-on sessions with residents as near-peer facilitators, and case-based learning. Gaining insights into medical students’ experiences with these diverse educational modalities can help refine and enhance effective neuroanatomy education.

A semi-structured focus group with 12 second-year medical students was conducted using a convenience sample. The 1-hour session was audio-recorded, transcribed, and anonymized. A mixed inductive-deductive thematic analysis was used to identify key themes. Two authors completed the coding with a third resolving discrepancies and ensuring consensus. Emerging themes were agreed upon by the entire research team.

Four major themes emerged: challenges in neuroanatomy, near-peer teaching, interest in neurology, and suggestions for course improvement. Students identified difficulties with understanding 3D relationships between structures and vasculature. While near-peer teaching by neurology and neurosurgery residents was appreciated, variability in teaching quality and content was noted. Students felt the course clarified and influenced their career perceptions; some students gained interest in neurology while others decided against it. Suggestions for course improvement included more detailed 3D models, more neuroimaging practice, and improved content integration across sessions.

Innovative teaching methods such as mini-cases and near-peer teaching by residents were well-received by medical students learning neuroanatomy, as they enhance engagement and provide clinical correlation. Future research should include higher-level outcomes such as neuroanatomy and neurology knowledge. These insights can help inform improvements in preclinical neuroanatomy and neurology curricula in medical schools.