In neurosurgery, a highly specialized and complex medical field, the choice of teaching tools is critical to the student's learning effectiveness and future clinical practice. Cephalic artery model, as an intuitive and realistic teaching aid, plays an important role in the teaching of neurosurgery. So, can this model really be a useful aid to neurosurgery teaching?

Firstly, from the design point of view of the model, the anatomical structure of the head and the complex network of cerebral arteries are highly restored. It can not only clearly display key structures such as the skull, brain and cerebellum, but also accurately simulate the running, branching and connecting relationships of cerebral arteries. This detailed anatomical display allows medical students to gain an in-depth understanding of intracranial vascular anatomy without contact with real patients.

Secondly, it has high practicability in teaching application. In neurosurgery teaching, teachers usually need to explain the anatomy of intracranial blood vessels through a large number of text descriptions, two-dimensional images and three-dimensional animations. However, these approaches are often abstract and elusive, especially for beginners. The cephalic artery model provides an intuitive and three-dimensional learning platform, which enables students to understand the structure and function of intracranial blood vessels more clearly. In addition, teachers can also demonstrate and explain through models to help students better grasp relevant knowledge.

In addition, it is highly flexible. It can be customized and modified according to different teaching needs to adapt to different teaching content and students' learning styles. For example, teachers can choose to show different blood vessel branches or add related pathological changes according to the needs of the course to help students have a more comprehensive understanding of intracranial vascular anatomy and diseases.

To sum up, the cephalic appendicular artery model has a high value and role in the teaching of neurosurgery. It has become an effective assistant in neurosurgery teaching because of its intuitiveness, practicality and flexibility. However, we also need to recognize its limitations and integrate other teaching means and tools in the teaching process to develop students' clinical practice ability more comprehensively.