Anatomy is considered a cornerstone of medical education (as well as of related health and biomedical disciplines); nevertheless, in the past few decades it has witnessed a gradual decrease in time dedicated for anatomy learning and teaching (Bergman et al., 2008; Drake et al., 2009; Louw et al., 2009; Craig et al., 2010; Chan and Pawlina, 2015). Traditional anatomy education based on regional and structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic and 3D-printed models or computer-assisted learning, and curricula integration. An unresolved question in modern anatomy teaching (and, even more importantly, learning) is the validity of different anatomical pedagogies and the supposed to be superior effectiveness of dissection versus other tools that are now extensively utilized in biomedical education (Winkelmann, 2007; Meral Savran et al., 2015; McMenamin et al., 2016)
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