Neuroanatomy Research Laboratory Planning by Cognicare Neurobics: A Systematic Review of BCME-, ACME-, and FAIMER-Aligned Curriculum Implementation and Standard Operating Protocols
- Jul 17
- 2 min read
Updated: Jul 19
https://doi.org/10.66715/ijnn/2026.v2.i1.8092 | Review Paper | 2026 | Volume 2 | Issue 1 | Page 80-92
Dr Jaya Deshmukh, Demonstrator, Department of Anatomy Gandhi medical College Bhopal, Assistant State Nodal MEU DME Madhya Pradesh Bhopal
Dr Vandana Sharma, Professor Head of the Department Anatomy, Gandhi medical College Bhopal
Dr. Deepak Sharma, Assistant Professor, Department of Anatomy, Gandhi Medical College Hamidia Hospital, Bhopal
Dr Abhimanu Kumar, Associate Professor, Department of Anatomy, JHMCRI, Raghunathgunj, WB
Corresponding Author
Dr Jaya Deshmukh,
Demonstrator, Department of Anatomy
Gandhi medical College Bhopal,
Assistant State Nodal MEU DME Madhya Pradesh Bhopal
Background: Neuroanatomy forms the cornerstone of medical education by providing the structural basis for understanding nervous system function, neurological disorders, and clinical decision-making. Recent competency-based educational reforms, including the Competency-Based Medical Education (CBME) framework introduced by the National Medical Commission (NMC), Attitude, Ethics and Communication Module (AETCOM/ACME) principles, and FAIMER (Foundation for Advancement of International Medical Education and Research) educational standards, have emphasized learner-centered teaching, integration of basic and clinical sciences, competency assessment, simulation-based training, and structured laboratory management. Establishing standardized neuroanatomy research laboratories aligned with these educational frameworks is essential for improving educational quality and research capacity.
Objective: To systematically review the literature on neuroanatomy laboratory planning, curriculum implementation, and standard operating protocols (SOPs) aligned with BCME/CBME, ACME, and FAIMER principles, and to propose an evidence-based framework for the development of the Cognicare Neurobics Neuroanatomy Research Laboratory.
Methods: A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Electronic databases, including PubMed, Scopus, Web of Science, Embase, ERIC, and Google Scholar, were searched for studies published between 2010 and 2025. Articles addressing neuroanatomy education, competency-based medical education, anatomy laboratory infrastructure, simulation-based learning, educational technologies, faculty development, laboratory safety, quality assurance, and SOP implementation were included. Data were synthesized narratively to identify best practices and recurring themes relevant to curriculum implementation and laboratory planning.
Results: The review demonstrated that competency-based neuroanatomy laboratories incorporating simulation models, cadaveric dissection, neuroimaging integration, virtual anatomy platforms, structured research methodology, formative assessment, and standardized SOPs significantly enhance anatomical knowledge, clinical reasoning, psychomotor skills, and research competencies. Alignment with BCME/CBME competencies, ACME educational principles, and FAIMER standards promotes outcome-based education, interdisciplinary integration, faculty development, continuous quality improvement, biosafety, ethical practice, and effective laboratory governance. The evidence supports the inclusion of digital technologies, competency mapping, objective structured practical examinations (OSPE), and comprehensive laboratory management protocols to optimize educational outcomes.
Conclusion: Establishing a neuroanatomy research laboratory based on BCME-, ACME-, and FAIMER-aligned curricula and standardized operating protocols provides a robust framework for competency-based medical education, translational neuroscience research, and faculty development. The proposed model offers an evidence-informed roadmap for institutions seeking to modernize neuroanatomy education while ensuring quality assurance, regulatory compliance, and sustainable academic excellence.