Neuroanatomy, a subdiscipline of neurobiology, is one of the most challenging and potentially rewarding fields in all of science. Through the study of neuroanatomy, in courses such as this one, you will learn how the human nervous system is constructed. This knowledge is essential to ultimately understanding virtually all aspects, normal or abnormal, of our behavior. Moreover, this knowledge can be used, in many instances, to infer from behavioral deficits in patients the likely site of a lesion, and further, it may be an important factor in choosing an appropriate therapy.

The study of neuroanatomy requires that one learn the relative locations, shapes, sizes, connections, nearest neighbors, and functions of a considerable number of structures. The task is much simplified if one goes about it systematically. It helps to begin your study with external landmarks. If you have had a previous course in anatomy you may already have learned at least some of these. In any case, it is wise to have a clear grasp of the position of important external landmarks (such as the lateral fissure and the central sulcus) before beginning to learn the location of internal structures. There are also important internal landmarks, such as the ventricular system, to which other structures are most easily referred. It therefore pays to identify these and become familiar with them early on in your studies.

Each of us has his or her own style of learning. Some students have excellent visualization skills. If you are among them, then you should find the drawings in the syllabus and the computer generated images on the Internet of considerable help. Those who are not so visually oriented may need to listen especially carefully to the lectures and to spend more time with your text. All students are likely to find having a good medical dictionary at hand a boon.

Because of the quantity of material to be learned in a course such as this it is essential that you "keep up". The lectures will be more comprehensible if you do some reading in your text (see the lecture schedule for chapter and page suggestions) and syllabus beforehand. It is helpful to scan through the figures and understand what points the legends for them are making. Your lecturers will not always find it possible, or even desireable, to cover all of the material on any specific topic in a given lecture. Review the material in your syllabus shortly after each lecture.

Although this course "covers" a substantial amount of material, and for most students requires a correspondingly substantial effort to master it, most students find it a rewarding class. At the end of the course you should have a good grasp of the major constructional features of the nervous system and an appreciation for the underlying causes of some classical nervous disorders. Finally, you should have some understanding of current thinking as to how the brain actually works.

Remember, your instructors are actually here to help you! If you find that you are not doing as well as you should be (e.g., on the quizzes), do not hesitate to seek us out. The earlier this happens in the quarter, the more likely it is that we will be able to make constructive suggestions as to how to revise your study habits. However we assume, and it has been our experience, that you will do well if you work hard. Good luck.

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