1 Bernoulli Institute for Mathematics, Computer Science and Artificial Intelligence, University of Groningen, The Netherlands; Department of Neurology, Max-Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
2 Department of Neurology, Max-Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Department of Neurology, Charles University, First Faculty of Medicine and General University Hospital, Prague, Czech Republic.
3 Department of Psychology, Concordia University, Montreal, Canada.
4 Department of Neurology, Max-Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Faculty of Medicine, University of Leipzig, Leipzig, Germany.
5 Bernoulli Institute for Mathematics, Computer Science and Artificial Intelligence, University of Groningen, The Netherlands.
6 Mitteldeutsches Herzzentrum, Health Care Center Bitterfeld-Wolfen GmbH, Bitterfeld-W

Performing endovascular medical interventions safely and efficiently requires a diverse set of skills that need to be practised in dedicated training sessions. Here, we used multimodal magnetic resonance (MR) imaging to determine the structural and functional plasticity and core skills associated with skill acquisition. A training group learned to perform a simulator-based endovascular procedure, while a control group performed a simplified version of the task; multimodal MR images were acquired before and after training. Using a well-controlled interaction design, we found strong multimodal evidence for the role of the intraparietal sulcus (IPS) in endovascular skill acquisition that is in line with previous work implicating the structure in visuospatial transformations including simple visuo-motor and mental rotation tasks. Our results provide a unique window into the multimodal nature of rapid structural and functional plasticity of the human brain while learning a multifaceted and complex clinical skill. Further, our results provide a detailed description of the plasticity process associated with endovascular skill acquisition and highlight specific facets of skills that could enhance current medical pedagogy and be useful to explicitly target during clinical resident training.