Medical education has undergone a significant reform in response to evolving healthcare
demands, technological advancements, and emerging research in biomedical and education
sciences. The teaching methods in anatomy, a core component of medical education,
have notably changed, with traditional cadaveric dissection being increasingly replaced
by digital and hybrid alternatives. Despite research indicating no significant difference
in short-term knowledge retention between students who engaged in cadaveric dissection
and those engaging in alternative methods, dissection uniquely fosters professionalism,
empathy, and ethical awareness - traits essential for holistic medical education.
This review critically examines the dichotomy between traditional and innovative teaching
methods in anatomy education, questioning the assumption that traditional methods
hinder progress in modern healthcare. The findings suggest that changes in medical
education are primarily influenced by organizational issues, which frequently results
in an incomplete implementation of innovative teaching approaches. The inconsistent
application of innovative teaching methods makes it difficult to assess their effectiveness
and compare them with traditional methods. Reliable data on their long-term impact
can only be generated by randomized controlled trials and longitudinal studies. In
the meantime, we need to ensure that current medical students receive high-quality
education by incorporating best practices from diverse teaching methods based on valuable
insights from experienced educators and current students ' learning preferences.
