Original Article

Perceived Effectiveness of Cadaveric and Three‑dimensional

Virtual Dissection in Learning Anatomy among First‑Year MBBS
Students: A Cross‑sectional Study from Northeastern India
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Sarah Ralte, Asima Bhattacharyya1, Ambath D. Momin2, Shanthosh Priyan Sundaram3

Additional Professor, Professor and HOD, 2Senior Resident, Department of Anatomy, 3Assistant Professor, Department of Community Medicine, North Eastern Indira
1
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Gandhi Regional Institute of Health and Medical Sciences (NEIGRIHMS), Shillong, Meghalaya, India

Abstract
Introduction: The advent of three‑dimensional (3D) virtual digital technology in the 21st century has tremendously impacted medical education
worldwide. The aim of the present study is to evaluate the attitude and response of first‑year MBBS students toward traditional cadaveric
dissection and 3D virtual dissection in learning human anatomy through descriptive validated questionnaires. Methodology: The present study
is a cross‑sectional and observational study. Fifty students of first‑year MBBS batch of a tertiary medical college in north‑east region of India
were taught gross anatomy of the human body by cadaveric, 3D virtual, and combined dissection methodologies in the Department of Anatomy,
North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences, Mawdiangdiang, Shillong, Meghalaya, India, over a period
of 1 year. The students assessed the perceived effectiveness of different dissection methodologies through semi‑structured questionnaires at
the first‑phase, mid‑phase, and at the end‑phase of the study. Results: More than half of the respondents (60%) preferred learning the gross
anatomy of the upper limb and lower limb regions by “combined 3D virtual followed by cadaveric dissection methodology.” At the completion
of thorax and abdomen regions, 28 students (56%) voted for “combined cadaveric followed by 3D virtual dissection methodology.” At the
completion of the study, all students preferred the combined dissection methodology with 30 (60%) students preferring the “combined cadaveric
followed by 3D virtual dissection methodology” while 26 (52%) students voted for the “combined 3D virtual followed by cadaveric dissection
methodology.” The feedback from the validated questionnaires at the completion of the study was statistically analyzed using Cronbach’s alpha
test. Conclusions: The findings suggest that both the combined dissection methodologies complemented each other very well in understanding,
recalling, and learning human anatomy, with the highest rating coming from both the combined dissection methodologies.

Keywords: Anatomy education, cadaveric dissection, cadaver shortage, perceived effectiveness, virtual dissection

Introduction into their first cadavers in the initial years of their medical
school.[3] However, with the donor cadavers and unclaimed
Imparting human anatomy education to medical students
bodies available decreasing drastically, more so during the
and surgical trainees would be incomplete without the gold
standard traditional cadaveric dissection where the medical
students and trainees are encouraged to dissect, explore, and Address for correspondence: Dr. Sarah Ralte,
feel the textures of the tissues and organs of a cadaver with a Additional Professor, Department of Anatomy, North Eastern Indira Gandhi
skilled approach and develop critical thinking. The traditional Regional Institute of Health and Medical Sciences, Mawdiangdiang,
method of teaching anatomy subject by dissection of the human Shillong ‑ 793 018, Meghalaya, India.
E‑mail: [email protected]
body has always been considered the essential foundation of
medical education, ever since Andreas Vesalius (1514–1564)
considered the “Father of Modern Human Anatomy” dissected Submitted: 07‑Jul‑2023 Revised: 17‑Aug‑2023
the human body in 1543.[1,2] Since then, doctors‑in‑the‑making Accepted: 23‑Aug‑2023 Published: 28-Sep-2023
have entered the noble medical profession by dissecting
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How to cite this article: Ralte S, Bhattacharyya A, Momin AD, Sundaram SP.
DOI: Perceived effectiveness of cadaveric and three‑dimensional virtual dissection
10.4103/NJCA.NJCA_79_23 in learning anatomy among first‑year MBBS students: A cross‑sectional
study from Northeastern India. Natl J Clin Anat 2023;12:157-64.

© 2023 National Journal of Clinical Anatomy | Published by Wolters Kluwer - Medknow 157
 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

period of COVID‑19 pandemic, it is increasingly becoming Materials and Methods

most difficult to procure cadavers[4] and with more medical
colleges coming up, the standard method of teaching human Ethical consideration
The research was reviewed and approved by the Institutional
anatomy by cadaveric dissection has changed gradually over
Ethics Committee (Letter no: NEIGR/IEC/M3/F23/17).
the years.[5‑7] The question thus frequently arises – “Are there
any alternative solutions/options to overcome the shortage Study design
of cadavers and still not compromise on anatomy education The present study is a cross‑sectional and observational study.
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among numerous medical colleges in India and other

countries?” Study participants
Fifty students (total number of students in a batch) belonging to
Worldwide, the three‑dimensional (3D) virtual technology first‑year MBBS batch of North Eastern Indira Gandhi Regional
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has marked the onset of the 21st century across many sectors Institute of Health and Medical Sciences (NEIGRIHMS),
such as industrial, engineering, sciences, and the health Mawdiangdiang, Shillong, Meghalaya, India.
sector including medical education.[8] In this age of digital
technology, 3D virtual technology has now become more Study setting
affordable, easily available, and offers unlimited choice The students were informed the aims and objectives of this
of tools in terms of its versatility tremendously impacting research study. Students ready to volunteer for this study were
health science education worldwide. Incorporating 3D included. All 50 first‑year MBBS students (n = 27 males;
virtual technology in anatomical education for the classroom n = 23 females) volunteered to participate in this study. Informed
and dissection laboratory is fast becoming the norm in consent was taken from each of the 50 students. Confidentiality
of the student’s identity was maintained. Students were taught
most medical colleges worldwide as these software are
gross anatomy of a particular area from all the regions of the
easily accessible on the smartphones, iPads, computers,
human body by a specific dissection methodology at a time,
laptops, and as 3D virtual dissector tables (3D‑VDTs).
during the entire anatomy curriculum course [Table 1]. Two
In order to combat the paucity of cadavers in medical
hours a day for a period of 1 week (except Saturdays and
schools worldwide without compromising on anatomy
Sundays) was allotted for each dissection methodology (5 days
curriculum, some medical schools have already started
a week, i.e., 10 h a week) covering a particular region of the
combining routine cadaveric dissection with 3D virtual
body following classroom lecture on that particular topic. For
dissection technology.[9‑11] In developing nations such as
the combined dissection methodologies, 1 h each was allotted
India, the 3D‑VDT concept is still relatively new as it
to cadaveric dissection as well as 3D virtual dissection. For
was first installed in Uttar Pradesh University of Medical
the 3rd dissection methodology, cadaveric dissection was done
Sciences, Etawah, Uttar Pradesh, in 2016. The 3D virtual
first (1 h duration) followed by 3D virtual dissection (1 h
dissector technology was officially introduced in India in
duration) for that particular region after theory class on that
the year 2012 at a workshop during 60th national anatomical topic. Similarly, for the 4th dissection methodology, 3D virtual
conference. [12] Since then, this new concept of virtual dissection was done first (1 h duration) followed by cadaveric
dissection is being gradually added to more Indian medical dissection (1 h duration) for that particular region following
colleges with each passing year. classroom lecture on that topic. Overall, a total of 6 weeks
Currently, few research studies exist in our country with or 60 h (10 h per week) were allotted for each dissection
regard to the long‑term use of 3D virtual dissection along methodology [Table 1] during the entire anatomy curriculum.
with conventional cadaveric dissection in imparting anatomy The four dissection methodologies taught to the students were
education to the first‑year MBBS students.[13] Therefore, this as follows:
study was undertaken to assess and compare the effectiveness of 1. Cadaveric dissection alone (CD – 1st dissection
cadaveric, 3D virtual and combined dissection methodologies methodology)
in understanding, recalling, and learning human anatomy 2. 3D virtual dissection alone (VD – 2 nd dissection
among the undergraduate students through the first‑year MBBS methodology)
anatomy course. 3. Combined cadaveric followed by 3D virtual dissection (CD
Aims and objectives f/b VD – 3rd dissection methodology)
1. To evaluate and compare the perceived effectiveness 4. Combined 3D virtual followed by cadaveric dissection (VD
of cadaveric, 3D virtual and combined dissection f/b CD – 4th dissection methodology).
methodologies in understanding, recalling, and learning Routine cadaveric dissection was done for that allotted region
human anatomy among first‑year MBBS students in cadaveric dissection while 3D virtual dissection was done on
2. To identify the best dissection methodology in learning the Sectra Visualization Table (software version 5.3.5). Validated,
anatomy of the various regions of the human body based descriptive semi‑structured questionnaires were given to each
on the semi‑structured validated questionnaire response student at the completion of the upper limb and lower limb
obtained from the students. regions (first‑phase), then at the completion of the thorax

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 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

Table 1: Region wise dissection methodologies taught to first‑year MBBS students

Region ‑wise Dissection methodologies
Region of Study and Duration Cadaveric Dissection Virtual Dissection Combined CD f/b VD Combined VD f/b CD
of Anatomy Curriculum (CD) (Duration ‑ (VD) (Duration ‑ (Duration ‑ 1 week; (Duration ‑ 1 week;
Course in First‑Year MBBS 1 week; 5 days/week, 1 week; 5 days/week, 5 days/week, i.e., 5 days/week, i.e.,
(Total duration ~9.5 months) i.e., 10 h/week) i.e., 10 h/week) 10 h/week) 10 h/week)
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UPPER LIMB (Area of upper Forearm, wrist & hand Vessels and nerves of Intrinsic muscles of Shoulder, arm and
limb) 1 month palm hand elbow
LOWER LIMB (Area of lower Thigh and gluteal Vessels and nerves of Leg and dorsum of Muscles of sole
limb) 1.5 month region sole foot
THORAX (Area of thorax) 1 Lung and pleura Mediastinum and Thoracic cage and Heart and pericardium
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month contents intercostal space

ABDOMEN (Area of abdomen) Anterior abdominal Perineum Abdominal viscera Pelvis
2 months wall and inguinal region
HEAD AND NECK (Area of Scalp, face & anterior Ear Temporal & Pharynx
head and neck) 2 months triangle of neck Infratemporal region
NEUROANATOMY (Area of Spinal cord & meninges Limbic system Blood supply of brain Ventricular system
brain and spinal cord) 2 months
Total duration for CD – Total duration for VD – Total duration for Total duration for
6 weeks or 60 h 6 weeks or 60 h Combined CD f/b Combined VD f/b
VD – 6 weeks or 60 h CD – 6 weeks or 60 h
CD: Cadaveric dissection, VD: Virtual dissection

and abdomen regions (mid‑phase) and when the study was abdominal regions), and finally at the completion of the
completed at the end of the course completion (end‑phase), research study (end‑phase), and their replies were as follows.
a final questionnaire form was handed to the students to
evaluate their overall anatomical learning experience by the
In the first‑phase of the study at the completion of the
various dissection methodologies to assess their attitude and upper limb and lower limb regions
views, personal learning experience and compare in which At the end of upper and lower limb regions study by different
dissection methodology the students understanding, recall dissection methodologies, 60% of the students preferred
and comprehensive learning of anatomical structures was learning the gross anatomy of upper and lower limb region
better. The time duration of the first‑phase, mid‑phase, and the by “combined 3D virtual followed by cadaveric dissection
end‑phase in the study was the same being 8 weeks for each methodology;” while 34% preferred the “combined cadaveric
phase duration study. followed by 3D virtual dissection methodology.” Overall, 68%
of respondents felt the combined dissection methodologies
Data collection made learning and recall of anatomical structures in both the
The questionnaires were pretested and face validated by subject limb regions much easier than cadaveric dissection or virtual
experts for the purpose of evaluating the attitude, views, dissection methodology alone. All students agreed (on a 5‑point
and knowledge of the students on the different dissection Likert scale) that certain structures such as the formation
methodologies utilized in this study. The reliability (internal and course of brachial plexus; scapular, cubital and popliteal
consistency) of the final questionnaire following the completion anastomoses; and arterial arches of palm and sole were
of the study was tested using Cronbach’s alpha. better visualized in “3D virtual dissection” than “cadaveric
dissection.” More than half of the respondents (66%) opined
Statistical analysis
that the relations of nerves, vessels, and muscles of the limbs
The final data obtained at the completion of the research
were better understood and easier to comprehend in both the
study was put up in MS Excel 2016 and analyzed using
combined methodologies. All 50 participants agreed that the
SPSS version 21 (IBM Corp., Armonk, NY) software
combined dissection methodologies enhanced their anatomy
package for calculating the descriptive statistics and internal
learning experience, making it interesting and simpler to
consistency (Cronbach’s alpha). Cronbach’s alpha statistical
understand and also helped their doubts better than either
analysis test was done for the validation of reliability and for
cadaveric or 3D virtual dissection technique alone. Less
testing the strength of the internal consistency of the survey
than half of the participants (36%) felt that the time taken to
questionnaires at the completion of the study.
conceptualize and identify the target structures was found to be
the shortest in “3D virtual dissection” as well as in “combined
Results of the Study 3D virtual followed by cadaveric dissection methodology.”
Fifty students undertook the descriptive questionnaires at Majority of the students (84%) felt the time allotted for
the first phase (at completion of the upper limb and lower each of the dissection technique was appropriate (1 week
limb regions), mid phase (at completion of the thorax and duration for each methodology was allotted for each region

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 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

of human body) while 16% respondents felt that more time to the 3rd dissection methodology, i.e., “combined cadaveric
should have been allotted for 3D virtual dissection as only followed by 3D virtual dissection methodology” while each
one VDT in the department had to accommodate 50 students of the rest of the dissection methodologies got similar highest
in small groups of 5 each at a time. On a grading evaluation grading of “good.”
of ‑  “below average,” “average,” “good,” and “very good”
64% of the participants gave the highest grade of “very good” At the end‑phase of completion of the research study
to the 4th methodology, i.e. “combined 3D virtual followed by At end of this research study from their overall learning
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cadaveric dissection technique” while each of the rest of the experience of human anatomy with regard to the dissection
dissection methodologies received “good” as the highest grade. methodologies, all the participants (100%) preferred the
combined dissection methodologies [Table 2 – Q4]. Majority
In the mid‑phase of the study at the completion of the of the students (96%) agreed that 3D virtual dissection
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thorax and abdomen regions table would always be a supplementary tool to routine
At the end of the thorax and abdomen regions study, 56% of cadaveric dissection [Table 2 – Q7 and Figure 1]. At the
the participants voted for “combined cadaveric followed by end of the study, Cronbach’s alpha statistical analysis test
3D virtual dissection methodology” while the remaining (44%) was done for reliability (internal consistency) of the survey
preferred “combined 3D virtual followed by cadaveric questionnaires [Table 2] whose value was found to be 0.655
dissection methodology” among the four dissection techniques. which indicate the reliability of the questionnaires to be good.
Most of the respondents (72%) felt that the anatomical The attitude and views of the students on the effectiveness of
position of various organs of the thorax and abdomen inside 3D‑VDT as a teaching anatomical tool were evaluated on a
the body was better understood by the combined dissection 5‑point Likert scale [Graph 1]. We observed that the internal
methodologies (n = 21 for the 3rd methodology; n = 15 for the consistency of the 5‑point Likert scale questionnaire on the
4th methodology) while 24% preferred cadaveric dissection effectiveness of 3D‑VDT as a teaching anatomical tool by
alone. In understanding the important relations of thoracic Cronbach’s alpha was found to be 0.796 which is considered
and abdominal organs, 48% of the respondents preferred as quite good. With respect to the grading of each dissection
the 3rd methodology, i.e. “combined cadaveric followed by methodology, it was observed that the combined dissection
3D virtual dissection methodology” while more than half methodologies was graded the highest as “very good” by most
of the participants (52%) least preferred the “3D virtual of the students as compared to the individual mode of teaching.
dissection.” Majority of the students (92%) agreed that the Within the combined mode of teaching, 60% of students gave
ability to manipulate the 3D images of viscera in the thorax the highest grading of “very good” to the “combined cadaveric
and abdomen region made learning anatomy interesting and followed by 3D virtual dissection methodology” followed
easier to understand while the remaining 4 (8%) students were closely by 52% for the “combined 3D virtual followed by
undecided. Slightly less than half of the participants (48%) cadaveric dissection methodology” [Graph 2].
preferred the “combined cadaveric followed by 3D virtual
dissection methodology” for easy recall of anatomy of thorax In the present study, almost all students agreed that intricate
and abdomen viscera followed by 32% of the respondents detailed anatomical structures such as middle ear and inner
preferring the “combined 3D virtual followed by cadaveric ear, limbic system, pharynx, nerves and vessels of palm
dissection methodology.” Few students (18%) preferred and sole, fibrous skeleton of heart as well as perineum were
cadaveric dissection and only 1 student preferred the “3D virtual better visualized and it was easy to comprehend their spatial
dissection” methodology. From their learning experience since orientation inside the human body on the VDT as compared
the start of this study, 54% of the respondents could correlate to routine cadaveric dissection alone.
the anatomy of the structures best in the 3rd methodology while
34% of students opted for the 4th methodology. Another 10% Discussion
of students preferred the 1st methodology and only 1 student With the advent of virtual digital technology in the field of
preferred the 2nd methodology. Most of the students (90%) medical education in the 21st century, the role of 3D virtual
felt the time allotted for each of the dissection methodology dissection in teaching human anatomy has in a way, altered
for the thorax and abdomen region was appropriate while and “revolutionized” the traditional methods and concepts
10% felt that some more time could have been allotted for of teaching anatomy in medical colleges and schools
3D virtual dissection for the same reason mentioned as in worldwide.[10,11] In the last decade, there has been a “quantum
the limb regions study. Majority of students (86%) felt that leap” in the application of interactive 3D technology in medical
routine cadaveric dissection alone was not sufficient to learn education, which is constantly evolving and increasing day
gross human anatomy as courses of small structures such by day.[14,15]
as nerves, vessels, and complex anatomical structures such
as brachial plexus, arterial arches of palm and sole, fibrous Current shifting trend in dissection in Indian medical
skeleton of heart and structures of perineum could not be colleges
seen clearly during cadaveric dissection. It was observed that In recent times, due to the acute shortage and paucity of cadavers
62% of the respondents gave the highest grade of “very good” in medical colleges, the utilization of computer‑generated 3D

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 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

Table 2: Semi‑structured questionnaire feedback on student’s evaluation of various dissection methodologies at

completion of the study
Question description CD, n (%) VD, n (%) Combined CD f/b VD Combined VD f/b CD
1. At the end of the study, which dissection methodology 1 (2) 2 (4) 23 (46) 24 (48)
enhanced learning of human anatomical structures and their
relations to the neighboring structures clearer and simpler?
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2. From your learning experience, which dissection 1 (2) 2 (4) 22 (44) 25 (50)
methodology has been beneficial to you as a student while
preparing for class tests and semester exams?
3. The time allocated for dissection, was best utilized during 3 (6) 1 (2) 25 (50) 21 (42)
which dissection methodology?
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4. Give your preferred dissection methodology in your overall Nil Nil 26 (52) 24 (48)
learning experience of human anatomy
5. Was the time duration allotted for each of the methodology 46 (92) students agreed while 4 (8) students did not agree
appropriate?
6. At the end of the study, did the use of 3D‑VDT leave No ‑ 0 (none agreed)
a positive influence on your learning experience and Yes ‑ 50 (all students agreed)
revolutionized the conventional method of learning anatomy?
7. Role of the 3D VD technique in learning human anatomy as As a supplementary tool to routine CD: 48 (96)
the part of the 1st MBBS curriculum in the near future would Replace CD due to shortage of cadavers without affecting quality of teaching/training:
be 2 (4)
3D‑VDT: Three dimensional‑virtual dissector tables, CD: Cadaveric dissection, VD: Virtual dissection

Figure 1: Combined cadaveric and three‑dimensional virtual dissection: The best dissection methodology rated by the first‑year MBBS students. The
pink arrow on the left side indicates the free margin of tentorium cerebelli; the pink arrow on the right side indicates the falx cerebri while the blue
arrow indicates the cut attachment of falx cerebri showing the superior sagittal sinus along its line of attachment

software to teach anatomy has increased and this constantly (first medical college in India to have 3D-VDT installed in
evolving 3D technology, which is still relatively a new 2016), GSL Medical College, Rajahmundry, and VIMSAR,
concept, is gradually gaining fast momentum worldwide[15] Odisha. More Indian medical colleges are in the process of
including in our country. Some of the Indian medical acquiring 3D‑VDT. The 3D‑VDT first debuted in India in 2012
institutes/colleges currently utilizing the 3D virtual dissection at the 60th National Conference of Anatomical Society of India,
table (3D‑VDT) by Department of Anatomy are NEIGRIHMS, held at Kalinga Institute of Medical Sciences, Bhubaneswar,
Shillong (first Central Government medical institute in India Odisha. In the existing Indian medical curriculum, the
to have this 3D digital table installed on September 06, 2016), time allotted for teaching of the basic sciences has been
AIIMS, Jodhpur, AIIMS, Rishikesh, AIIMS, Patna, AIIMS, drastically reduced to 1‑year period.[16,17] With so many new
Mangalagiri, UPUMS (formerly UPRIMSR), Etawah, U.P, medical colleges coming up and with increasing scarcity

National Journal of Clinical Anatomy ¦ Volume 12 ¦ Issue 3 ¦ July-September 2023 161

 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

70

60
60 58

52 52
50
46

% response
40
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32
30
30
26

20
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14
12
10
6
4 4
2 2
0
0
Cadaveric 3D Virtual Cadaveric 3D Virtual
followed by 3D followed by
virtual Cadaveric
Dissection methodologies

Below average Average Good Very good

Graph 1: Evaluation of students’ response (%) on their attitude and Graph 2: Grading of the four dissection methodologies in learning and
views on the perceived effectiveness of three‑dimensional (3D)‑virtual understanding human anatomy by first-year MBBS students
dissector table as a teaching anatomical tool on a 5‑point Likert scale at
the completion of the study. Likert questions (L1–L4) at completion of under “The Gazette of India: Extraordinary Part III, Sec.
the research study: L1: The 3D virtual dissector table (3D‑VDT) as part
4‑dated October 28, 2020; A.2.1 (i)”] has stated that it is
of the combined dissection methodology gives me the ability to rotate
and virtually dissect the anatomy to better visualize and understand desirable to have 3D virtual anatomy dissection table as part
the different regions of the human body as compared to the cadaveric of “Department Specific Requirements” for the Department of
dissection technique, L2: Overall, the 3D‑VDT has been quite beneficial Anatomy across medical colleges in the country.[22] There are
in 3D visualization, comprehension and understanding the anatomy limited data studies in the research literature from India, with
of different regions of the body, L3: Incorporation of the 3D‑VDT has regard to the comparative study of 3D virtual dissection with
been beneficial in learning and understanding the complex anatomical traditional cadaveric dissection of the gross anatomy of the
structures such as middle ear and inner ear, limbic system, pharynx, whole human body. Malhotra et al. conducted a whole body
nerves and vessels of palm and sole, fibrous skeleton of heart as well as
cadaver study with 50 first‑year medical students, involving
perineum at the end of the study, and L4: Overall, the use of the 3D‑VDT
as part of the combined dissection methodology, has better prepared me the use of dissection videos and online medical animations
in strengthening the essential basics and concepts of the gross anatomy but not utilizing the actual 3D virtual dissection software or
of the human body, than cadaveric dissection technique alone table. The authors reported that majority (63%) of students
preferred the combination of both dissection methodologies.
of cadavers these days, the standard cadaveric dissection is However, most students (97.6%) felt that computer‑aided
now being supplemented with 3D virtual dissection. Hence, dissection could never replace cadaveric dissection and
is cadaveric dissection the standard way to learn anatomy in were in favor of incorporating the effectiveness of computer
the 21st century? Definitely the answer is “No.” In this digital assisted virtual dissection as an integral complementary
age, in most medical schools worldwide such as in UK, teaching aid, which is in confirmation with the findings of our
study.[13] In a randomized, cross‑sectional, prospective study
Australia, and Iraq, anatomy is being taught without involving
involving 122 first‑year medical students for a short period
cadavers at all, that is – “Nondissection Based Anatomy
of three consecutive days, Anand and Singel observed that
Curriculum.”[3,18‑20] The preferred mode of imparting anatomy
there was no statistical difference in the pre and post‑tests
learning is the incorporation of 3D virtual dissection software between traditional cadaveric dissection versus “Anatomage,”
along with prosected specimens in this new curriculum. In virtual dissection table. The authors concluded that virtual
our country, the traditional cadaveric dissection still forms dissection was as good as traditional dissection in learning
the essential foundation of teaching and learning anatomy neuroanatomy. The use of “Anatomage” however enhanced
that is – “Dissection‑based Anatomy Curriculum.” [17,21] the classroom experience of learners and could be used as an
However, this is now gradually being supplemented with educational tool to facilitate learning according to the authors,
3D virtual dissection across Indian medical colleges. The which is similar to our findings.[23] Numerous international
National Medical Commission (NMC), the Indian medical literature studies are available on integration of 3D virtual
regulatory agency, in an e‑gazette notification on its official dissection software/table as part of medical education.
website [https://www.nmc.org.in/e-gazette/e-gazette-nmc/ Nicholson et al. demonstrated that computer based fully

162 National Journal of Clinical Anatomy ¦ Volume 12 ¦ Issue 3 ¦ July-September 2023

 Ralte, et al.: Impact of cadaveric and virtual dissection in learning anatomy

interactive 3D anatomical model of the middle and inner ear installed in the department of anatomy, so at least 5–6 students
enhanced the first‑year students learning of the ear anatomy, in a group had to be accommodated with less time being
as compared to traditional 2D learning which is in concurrence allocated to each group.
with our observations.[14] In a comparative study, Codd and
Choudhury compared the musculoskeletal anatomy of the Conclusions
human forearm using an interactive, 3D computer model of
The findings of the survey study indicate that all the students
human forearm against traditional cadaveric dissection of
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highly rated the “Combined Dissection Methodology” as these

forearm among second year medical students. The outcome
complemented each other very well in terms of learning the
of their study was similar to our findings in that the 3D virtual
structure and relations of the human body in both 2D and 3D
computer software was identified as being complimentary to
orientation. However, most students agreed that 3D virtual
traditional dissection method.[24] Mitrousias et al. conducted
dissection will and can never replace the traditional cadaveric
nYQp/IlQrHD3i3D0OdRyi7TvSFl4Cf3VC1y0abggQZXdgGj2MwlZLeI= on 12/16/2024

a comparative study of the upper limb anatomy involving

dissection as the “golden method” of learning gross anatomy
prosected cadaveric specimens versus 3D software. They
of the human body, an invaluable, essential component of
observed that the group utilizing the 3D software performed
anatomy curriculum.
better in their examinations as compared to the prosection
learning group. However, no statistically significant difference Acknowledgments
was observed with regard to the students’ satisfaction from The authors wish to thank Prof. Prithvis Bhattacharyya, former
both these learning methods.[25] In a pilot study involving Professor and Head of Department of Anaesthesiology and
292 students from the first‑year medical school, Darras Critical Care, NEIGRIHMS, Shillong, India, for his valuable
et al. reported that most students’ (78.7%) learning was advice and expertise throughout this study.
enhanced when virtual dissection was combined with
cadaveric dissection in learning human anatomy. They also
Financial support and sponsorship
Nil.
observed that majority of the respondents (73.8%) felt that
3D‑VDT was an effective tool in understanding the human Conflicts of interest
anatomy which is in concordance with our observations.[26] There are no conflicts of interest.
Recently, in a randomized‑controlled trial study involving
second‑year medical students, Boscolo‑Berto et al. observed
a significant improvement in the learning outcomes of human
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164 National Journal of Clinical Anatomy ¦ Volume 12 ¦ Issue 3 ¦ July-September 2023