The ability to create efficient “mental models” or representations of anatomical structures is crucial for achieving competence in most areas of anatomy. Gesture-based teaching has been recognized to lighten cognitive loads and allow superior mental model creation compared to non-gestural teaching practices. This commentary explores the cognitive basis and possible mechanisms behind this advantage such as (1) reducing visual working memory load, (2) allowing parallel and sequential development of internal representations, and (3) facilitating preferential feature extraction and improved organization of spatial information. We also highlight how information transfer limitations of the gestural medium, interestingly, unveil features and organizational motifs preserved in the “expert's” mental schemas concerning particular anatomical structures. The universal and innate use of gestures in communication, their visual nature, and the ability to break down complex spatial information through sequential steps, all add to the immense potential of this subtle yet powerful tool of hand gestures. As pedagogical practices in the anatomical sciences continue to evolve largely towards technology-enhanced teaching utilizing perceptually richer media, the unique advantages of gesture-based teaching need to be reemphasized.

中文翻译：

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空间认知的窗口：基于手势的教学改善解剖学学习的机制

创建有效的“心理模型”或解剖结构表示的能力对于在大多数解剖学领域获得能力至关重要。与非手势教学实践相比，基于手势的教学已被认为可以减轻认知负担并允许创建更出色的心智模型。本文探讨了这一优势背后的认知基础和可能机制，例如（1）减少视觉工作记忆负荷，（2）允许内部表征的并行和顺序发展，以及（3）促进优先特征提取和改进空间信息的组织。有趣的是，我们还强调了手势媒介的信息传递限制如何揭示“专家”关于特定解剖结构的心理模式中保留的特征和组织主题。手势在交流中的普遍和固有的使用、它们的视觉本质以及通过连续步骤分解复杂空间信息的能力，所有这些都增加了这种微妙而强大的手势工具的巨大潜力。随着解剖科学的教学实践不断向利用感知更丰富的媒体的技术增强教学发展，需要重新强调基于手势的教学的独特优势。