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Table of Contents
Year : 2021  |  Volume : 70  |  Issue : 3  |  Page : 129

Evolving trends in anatomy teaching across the globe: A new perspective

1 Department of Anatomy, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India
2 Department of Paediatric and Preventive Dentistry, Santosh Dental College and Hospital, Ghaziabad, Uttar Pradesh, India

Date of Submission08-Sep-2021
Date of Acceptance08-Sep-2021
Date of Web Publication23-Sep-2021

Correspondence Address:
Prof. Vishram Singh
OC 5/103, 1st Floor, Orange County Society, Ahinsa Khand I, Indirapuram, Ghaziabad, Delhi NCR 201014, Uttar Pradesh
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jasi.jasi_156_21

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How to cite this article:
Singh V, Singh R. Evolving trends in anatomy teaching across the globe: A new perspective. J Anat Soc India 2021;70:129

How to cite this URL:
Singh V, Singh R. Evolving trends in anatomy teaching across the globe: A new perspective. J Anat Soc India [serial online] 2021 [cited 2022 Aug 17];70:129. Available from: https://www.jasi.org.in/text.asp?2021/70/3/129/326423

The basic purpose of all governments is to produce competent medical graduates who should be able to perform basic medical and surgical procedures efficiently with precision and competence.

To achieve this various curricula have been prepared by different national agencies concerned with medical education. Most of these curricula included two things in common: Didactic classroom lectures and dissection on cadavers so that medical students must acquire good anatomical knowledge to build a solid background for future clinical practices.

The application of classical anatomy teaching was impossible to carry out during the COVID-19 period.[1] Further how long it would take for this pandemic to end was not certain. In order to overcome this problem new teaching and learning methods were evolved during this period, which were multimodal teaching and digitalization of Anatomy.

The video-based learning with dissection were posted on YouTube for team-based (or individual) self-learning using computers and other technologies.

Now in Anatomy teaching the use of e-technology has become a common norm in the form of models, simulations, and e-books[2] (Triepels et al. 2020).

With these changes in place a subject like Anatomy which was considered a dull subject because it was mainly concerned with the memorization of anatomical facts.[3], has been made more fascinating by making it more interactive and engaging to obtain deeper learning so that the students could apply their knowledge in the clinical context.

In our opinion, the future is digital and the next step should be the evolution of virtual teaching platforms demonstrating common medical procedures such as intradermal, intramuscular, intravenous injections etc to be shown on videos.

The common basic surgical procedures such as treatment of hydrocele, hernia, lipoma (cyst), transllectomy etc must also be explained and demonstrated in virtually.

There should also be an inclusion of technical procedures such as cardiopulmonary resuscitation, use of oxygen cylinder, ventilator, rhinoscopy, and endoscopy that may be demonstrated it on dummies/cadavers.

Furthermore, it must not be forgotten that once the COVID period is over, all efforts should be made to resume the manual dissection on cadavers, as it is must for Anatomy teaching and thus shall create true blended learning.

This would not only make Anatomy teaching more interesting but also enable the production of competent medical graduates.

  References Top

Agnihotri G. The anatomy of a 'positively novel' medical teacher in covid-19 times. Int J Anat Res 2020;8(3):1.  Back to cited text no. 1
Triepels CP, Smeets CF, Notten KJ, Kruitwagen RF, Futterer JJ, Vergeldt TF, et al. Does three-dimensional anatomy improve student understanding? Clin Anat 2020;33:25-33.  Back to cited text no. 2
Dawson AG, Bruce SA, Heys SD, Stewart IJ. Student views on the introduction of anatomy teaching packages into clinical attachments. Clin Anat 2009;22:267-72.  Back to cited text no. 3


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