Perception of Undergraduate Medical Students Towards Cadaveric Dissection as a Learning Tool in Anatomy: A Cross-Sectional Study

Background: Cadaveric dissection has traditionally been considered the cornerstone of anatomy education. Despite the increasing use of digital simulations, virtual anatomy platforms, and integrated teaching approaches, cadaver-based learning continues to play a significant role in developing anatomical understanding and clinical orientation among medical students. The present study aimed to evaluate the perception of undergraduate medical students regarding the role and educational value of cadaveric dissection in learning anatomy. Material and Methods: A cross-sectional questionnaire-based study was conducted among 200 Phase I MBBS students at the Department of Anatomy, Government Medical College Srinagar. An internet platform was used to deliver a structured questionnaire with a five-point Likert scale (strongly agree to strongly disagree). The survey assessed student perceptions regarding the usefulness of cadaveric dissection in understanding anatomical structures, developing clinical skills, appreciating anatomical variations, and its relevance in medical training. Responses were compiled and analysed using descriptive statistics. Results: The majority of students expressed positive perceptions regarding cadaveric dissection. Approximately 89% reported that dissection helped in identifying anatomical structures and clarifying concepts, while over 84% agreed that it provided a three-dimensional understanding of anatomical relationships. Around 87% believed dissection was important for clinical practice and physical examination skills. Formalin-related irritation was identified as the most common discomfort experienced during dissection sessions. Conclusion: Cadaveric dissection remains an effective and valued method for learning anatomy among undergraduate medical students. While modern educational tools can supplement anatomy teaching, cadaver-based learning continues to provide unique educational, clinical, and professional benefits.

Keywords: Cadaveric dissection, Student perceptions, Professionalism, Curriculum Development.