From Cadaveric Dissection to Artificial Intelligence: A Chronological Review of Advances in Anatomy Education
DOI:
https://doi.org/10.33192/smj.v77i12.275193Keywords:
Anatomy education, Cadaveric dissection, Clinical anatomy, Medical curriculum reform, Problem-based learning (PBL), Artificial intelligence, ChatGPTAbstract
Cadaveric dissection has traditionally been the cornerstone of anatomy education. However, in recent decades, its role has come under increasing scrutiny. Comprehensive historical analyses explaining this shift remain limited. This chronologically structured review traces the evolution of anatomy teaching from its origins with Herophilus in the 3rd century BC to the advent of contemporary digital and artificial intelligence (AI)-enhanced approaches. Key milestones include the 1910 Flexner Report, which emphasized integrated biomedical sciences, widespread curricular reforms, increased reliance on prosection, the rise of minimally invasive surgery, and the incorporation of cadaveric simulation in postgraduate training. Advances in imaging technologies such as computed tomography (CT) and magnetic resonance imaging (MRI), alongside innovations in three-dimensional (3D) printing, digital dissection platforms, and virtual or augmented reality (VR/AR), have significantly reshaped anatomy instruction. Internet-based learning and mobile technologies have further transformed self-directed study through accessible, interactive resources. Most recently, AI has introduced capabilities such as personalized tutoring, performance prediction, automated assessment, and intraoperative anatomical guidance. This review highlights the value of a blended approach that integrates cadaveric experience with technological innovations. Future curricula should prioritize optimizing the sequence and combination of these modalities while ensuring equitable access and preparing students for real-world clinical challenges.
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