From Cadaveric Dissection to Artificial Intelligence: A Chronological Review of Advances in Anatomy Education
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Issued Date
2025-12-02
Resource Type
eISSN
22288082
Scopus ID
2-s2.0-105023894655
Journal Title
Siriraj Medical Journal
Volume
77
Issue
12
Start Page
901
End Page
913
Rights Holder(s)
SCOPUS
Bibliographic Citation
Siriraj Medical Journal Vol.77 No.12 (2025) , 901-913
Suggested Citation
Durongphan A. From Cadaveric Dissection to Artificial Intelligence: A Chronological Review of Advances in Anatomy Education. Siriraj Medical Journal Vol.77 No.12 (2025) , 901-913. 913. doi:10.33192/smj.v77i12.275193 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113467
Title
From Cadaveric Dissection to Artificial Intelligence: A Chronological Review of Advances in Anatomy Education
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Author's Affiliation
Corresponding Author(s)
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Abstract
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.