The cognitive foundations of anatomical learning: a multisensory approach.

PURPOSE: Anatomical knowledge is central to medical education, yet the cognitive mechanisms underpinning its acquisition remain underexplored in teaching practice. These editorial aims to examine the neuropsychological foundations of anatomical learning and to argue for the integration of multisensory pedagogical strategies in anatomy education at university level. METHODS: This point of view is grounded in cognitive neuroscience and draws on published evidence regarding visuospatial memorisation, the hodotopic brain model, and multisensory learning. Key pedagogical modalities reviewed include anatomical drawing, cadaveric dissection, haptic feedback, and digital and immersive stereoscopic technologies. RESULTS: Anatomical learning unfolds across three complementary cognitive stages: lexical acquisition, three-dimensional spatial reconstruction, and integration into the body schema. Each stage engages distinct but interconnected brain networks, reinforced through repetition and multimodal input. CONCLUSION: A multisensory, cognitively informed approach to anatomy teaching - combining visual, tactile, auditory and kinaesthetic modalities - optimises student engagement, knowledge retention and spatial understanding. Practical implementation of these strategies, rooted in cognitive science, is essential to meet the evolving demands of modern medical education.