Teaching anatomy without cadavers

TLDR

Anatomy learning is widely regarded as essential to medicine, and cadaver exposure is traditionally seen as indispensable, though few dissenting views have been identified. The study examines arguments for and against cadaver use and outlines the rationale for a new UK medical school’s decision to forgo cadavers, noting limited evidence on learning outcomes. The authors summarize cadaver‑use arguments, detail the rationale for the cadaver‑free curriculum, and describe the teaching programme, curriculum design, and evaluation procedures. Evidence on the effect of not exposing students to cadavers is scarce, creating opportunities to collect such data through the programme.

Abstract

Anatomy learning is generally seen as essential to medicine, and exposure to cadavers is generally seen as essential to anatomy learning around the world. Few voices dissenting from these propositions can be identified.This paper aims to consider arguments relating to the use of cadavers in anatomy teaching, and to describe the rationale behind the decision of a new UK medical school not to use cadaveric material.First, the background to use of cadavers in anatomy learning is explored, and some general educational principles are explored. Next, arguments for the use of human cadaveric material are summarised. Then, possible arguments against use of cadavers, including educational principles as well as costs, hazards and practicality, are considered. These are much less well explored in the existing literature. Next, the rationale behind the decision of a new UK medical school not to use cadaveric material is indicated, and the programme of anatomy teaching to be employed in the absence of the use of human remains is described. Curriculum design and development, and evaluation procedures, are briefly described. Issues surrounding pathology training by autopsy, and postgraduate training in surgical anatomy, are not addressed in this paper.Evidence relating to the effect on medical learning by students not exposed to cadavers is scant, and plainly opportunities will now arise through our programme to gather such evidence. We anticipate that this discussion paper will contribute to an ongoing debate, in which virtually all previous papers on this topic have concluded that use of cadavers is essential to medical learning.