LAUSR

OBJECTIVE How attitudes towards neuroanatomy and preferences of studying resources vary amongst neurosurgeons is currently unknown. The impact of the COVID-19 pandemic on anatomy learning habits is also yet to be elucidated. In this study we explore these objectives, in order to guide the development of future neurosurgeon-tailored anatomy education and resources. METHODS This was a 2-stage, cross-sectional study design comprising a local pilot survey followed by a structured 17-item questionnaire, distributed to both neurosurgical trainees and consultants. Grade and nationality differences in sentiment agreement were statistically compared. RESULTS 365 responses were received from 32 countries (overall response rate = 23.2%). Neuroanatomy is highly regarded among most neurosurgeons and takes a central role in their professional identity. Yet, 69% of neurosurgeons wanted to spend more time learning. Common study prompts included perceived operative complexity, lack of familiarity and teaching. Financial barriers and motivation were obstacles limiting neuroanatomy learning, more so among trainee neurosurgeons, with personal commitment barriers significantly varying with geographical location. Surgical relevance, accessibility and image quality were important factors when selecting anatomy resources, with cost and up-to-datedness being important for juniors. Finally, the COVID-19 pandemic saw a shift towards virtual resources, particularly impacting U.K.-based trainees. CONCLUSIONS Although neuroanatomy is well regarded, barriers exist which impede further neuroanatomy learning. Neurosurgical training programs should tailor anatomy education according to the seniority and background of their residents. Furthermore, resources that are surgically relevant, accessible and are of high image-quality are more likely to be better utilized.