Abstract:

In the Master’s Degree in Biotechnology and Biomedicine, mastering advanced neurosurgical techniques is essential for both research and clinical applications. This work presents the implementation of a flipped classroom model in the 'Clinical Neuroendocrinology' course, specifically focusing on stereotaxic surgery. The primary objective was to help students refine their technical proficiency and understand its real-world clinical utility.

The learning process comprised three stages. First, students completed independent preparatory work by watching instructional videos of stereotaxic procedures in rodents and studying their applications in research, comparing them with equivalent clinical procedures in human neurosurgery. This was complemented by prior critical reading of selected scientific articles addressing the evolution of the technique. Second, an in-person session was conducted in which students completed structured learning activities based on guided questions to assess their understanding of the fundamental principles.

Finally, a practical session was carried out and divided into three phases:
(1) Atlas proficiency, where students determined the three-dimensional coordinates of specific brain regions using the Paxinos and Watson rat brain atlas;
(2) Instrumental training, involving the hands-on use of a stereotaxic apparatus to apply these coordinates; and
(3) Clinical integration, consisting of a comparative analysis between experimental stereotaxic system and current human neurosurgical techniques.

Regarding the results, the implementation of this methodology has been highly positive. It has been particularly rewarding to see how students gained fluency and autonomy in handling coordinates on their own. By working directly with the physical atlas and the stereotaxic apparatus, students successfully bridged theoretical neuroanatomy concepts with practice, developing essential technical competencies.

In conclusion, this approach effectively bridges the gap between theory and laboratory practice. By placing students at the centre of their learning, the model not only improves technical proficiency but also fosters the clinical reasoning necessary for their future professional development.

Keywords:

Flipped Classroom, Physiology, Clinical Neuroendocrinology, Stereotaxic Surgery, Hands-on Training, Student-Centred Learning, Procedural Skills, Physical Atlas Handling.