ABSTRACT
Background: Cadaveric dissection has been used for centuries for teaching gross anatomy all over the world. Ithas been considered as a necessity to learn gross anatomy and helps the medical students in understanding thethree-dimensional relationship of different anatomical structures and variations. But the paucity of cadaversand high financial cost has considerably contributed to the development of alternative teaching techniques.Advancement in web-based medical technology leads to the development of virtual dissection programs. Theseprograms have been found to be an effective way to teach anatomy and are being preferred over cadavericdissection. Is cadaveric dissection simply a rite of passage or is it a necessity? The aim of our study was todetermine whether cadaveric dissection is a necessity in medical education, and if it can be replaced by neweralternative techniques like computer based dissection procedure.Materials and Methods: A batch of 150, 1st MBBS students of Malla Reddy Institute of Medical Sciences, Hyderabadwere studied by dividing them into 2 groups of 75 each after subjecting them to Conventional based Learning(CNVL) of dissection versus Computer Based Learning (CBL). A questionnaire was given to both the students andthe faculty. Based on the response to the questionnaire statistical analysis was done.Results: The present study indicated that the Computer Based Learning in dissection (CBL) method was found tobe more effective method for teaching anatomy by 79% of the students and 84% of faculty doctors. The valuer=0.89 shows the pre & post score has correlated positively and has an effect of study. (Paired Two Sample t-test:p=3.24E-29<0.05). As well the results were found to be increased with the pre (35%) to post test (65%) and p<0.05implies the effect.Conclusion: The three dimensional (3D) modeling of anatomical structures in the human body was presented indetailed step by step cadaveric dissections. It also provided detailed human anatomical training for students,where there is a lack of cadaver facility and where there are more students to cadaver ratio. Thus, the multimediaequipped interactive anatomical laboratory software enhance both memorization and visual learning skills ofthe medical students