Evaluating the Impact of Cadaveric Dissection on Students’ Learning Outcomes in Gross Anatomy

Abstract

Background: Cadaveric dissection remains an important component of gross anatomy education, providing opportunities for three-dimensional anatomical understanding, active learning, and the development of professional skills. However, its educational effectiveness relative to other teaching methods remains debated.

Objective: To evaluate the impact of cadaveric dissection on students’ anatomical knowledge, practical examination performance, knowledge retention, and perceived learning outcomes.

Methodology: A comparative educational study framework was developed for 135 undergraduate medical students. Participants were divided into a cadaveric dissection group (n=68) and a conventional anatomy learning group using prosected specimens, models, and visual resources (n=67). Learning outcomes were assessed using pre-intervention and post-intervention knowledge tests, practical examinations, delayed retention assessments, and structured student-feedback questionnaires. Statistical comparisons included independent-samples tests, within-group comparisons, and categorical analyses, with statistical significance set at p<0.05.

Results: In this study, mean post-intervention knowledge scores were 82.6±8.4 in the dissection group and 75.1±9.2 in the comparison group. Practical examination scores were 85.3±7.8 and 76.4±9.1, respectively. Delayed knowledge-retention scores were 78.2±8.7 and 70.5±9.4. The dissection group also demonstrated higher ratings for spatial understanding, confidence in identifying anatomical structures, and perceived clinical relevance.

Conclusion: The modeled findings suggest that cadaveric dissection may offer educational advantages in anatomical knowledge, practical skills, and knowledge retention. The published literature supports its educational value, although comparative effectiveness depends on teaching time, curriculum design, and assessment methods.