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ADA-135E Skull, 8-Part Brain & Cervical Spine Model

Date:2026-10-12      Author:Shanghai Chinon medical Model & Equipment Manufacturing Co., LTD

ADA-135E: Teaching Head, Neck and Neuroanatomy on One Stand

Short answer: The ADA-135E is a life-size head and neck model that combines the skull, seven cervical vertebrae and an eight-part brain on a single base. The cervical vertebral artery is shown, together with the posterior brain, spinal cord, cervical nerves, vertebral artery, basilar artery and posterior cerebral artery. Because the skull, the cervical spine and the cerebral vessels are presented as one continuous structure, an instructor can move from bony landmarks to the artery that passes through them inside a single lesson.

Key takeaways

  • Skull plus 7 cervical vertebrae, mounted on a base
  • Eight-part brain showing posterior brain, spinal cord and cervical nerve
  • Vascular detail: cervical vertebral artery, basilar artery and posterior cerebral artery
  • One model connects osteology, cervical spine and cerebral circulation
  • Suitable for anatomy departments, medical and nursing schools, and CPD courses
  • Reference price on request, subject to order quantity; factory holds ISO 9001 / ISO 14001 / ISO 45001 certification

What the model actually shows

ElementTeaching use
SkullCranial bones and landmarks; cranial fossae
7 cervical vertebraeCervical spine sequence, intervertebral relationships, foramina
Cervical vertebral arteryThe artery's course through the cervical region
8-part brainRemovable sections for posterior brain, spinal cord and cervical nerve
Basilar & posterior cerebral arteriesPosterior circulation and its relation to the brainstem
BaseStable display for demonstration or student rotation

Why medical education keeps coming back to physical models

Anatomy is the part of the curriculum where spatial reasoning is unavoidable — and where off-patient practice has become standard, precisely because the skill is high-risk. A 2026 prospective evaluation in Acta Neurochirurgica followed 24 participants through a three-day cadaver-based cervical spine course with supervised instrumentation and anatomical dissection; at the end of the course all 23 respondents (100%) reported the course met their expectations, and the authors analysed the effects through Kirkpatrick's model of training evaluation, with a six-month follow-up on surgical confidence and clinical impact [1]. Cadaveric training sits at the top of the fidelity scale; a high-quality regional model such as the ADA-135E sits at the entry point, where the same anatomy can be taught to an entire cohort at a fraction of the cost.

The quantitative case is well established. Yammine and Violato's meta-analysis in Anatomical Sciences Education (2015) pooled 36 studies on three-dimensional visualisation technologies for anatomy teaching and concluded that they improve anatomy knowledge scores over conventional methods — and it opens with the observation that many medical graduates are deficient in anatomy knowledge, potentially below the standard for safe practice [2]. The authors' follow-up meta-analysis in Advances in Health Sciences Education (2016) narrowed the question to physical models: 8 studies (7 randomised), 16 comparison arms and 820 learners, with advantages for physical models in factual and spatial knowledge — the low-cost, no-electricity option that a school can actually buy for every bench [3].

How to run a session with the ADA-135E

  1. Bony landmarks first. Identify the skull and cervical vertebrae landmarks, then locate the transverse foramina that carry the vertebral artery.
  2. Follow the artery. Trace the vertebral artery from the cervical spine to the basilar and posterior cerebral arteries, and explain the clinical consequences of its course.
  3. Brain as a removable set. Use the eight-part brain to show posterior brain, spinal cord and cervical nerve, then reassemble and ask students to place each part.
  4. Clinical bridge. Connect the model to cervical trauma and posterior circulation stroke scenarios, and finish with a short quiz scored against the model itself.

Configuration and honest notes

The product page describes the composition listed above and quotes the model as a reference-price item subject to order quantity; there is no public list price, so a written quotation is the right route. The factory's ISO 9001, ISO 14001 and ISO 45001 certificates are displayed on the page — useful when a school requires supplier documentation. This is an educational model, not a medical device.

FAQ

Q1. What does the ADA-135E include?
A life-size skull with 7 cervical vertebrae, an 8-part brain, the cervical vertebral artery on a base, plus posterior brain, spinal cord, cervical nerve, vertebral artery, basilar artery and posterior cerebral artery detail.

Q2. Is the brain removable?
The model uses an eight-part brain construction, which is what allows the posterior brain and spinal structures to be examined section by section.

Q3. Which courses is it best suited to?
Anatomy and neuroanatomy modules, medical and nursing programmes, physiotherapy and radiology teaching, and cervical-spine CPD courses.

Q4. Does it show the vertebral artery?
Yes — the cervical vertebral artery is included, together with the basilar and posterior cerebral arteries for the posterior circulation.

Q5. What certificates does the factory hold?
The product page displays ISO 9001, ISO 14001 and ISO 45001 certification.

Q6. How do I get the price?
Email chinonmed@adaanatomy.com with the model (ADA-135E), quantity and destination. The price is a reference price that moves with order quantity, so a written quotation is more accurate than any listed figure.

Request a quotation

Email chinonmed@adaanatomy.com for the ADA-135E quotation sheet, lead time and documentation for your procurement process. If your syllabus covers the whole head-and-neck block, the same series includes separate head, brain and cervical models that can be quoted together so the department standardises on one supplier.

References

  1. Cadaver-based hands-on course in cervical spine surgery: a prospective evaluation of surgical confidence and self-perceived autonomy. Acta Neurochirurgica. 2026
  2. Yammine K, Violato C. A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anatomical Sciences Education. 2015
  3. Yammine K, Violato C. The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies. Advances in Health Sciences Education: Theory and Practice. 2016
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