Book review
https://doi.org/10.3325/cmj.2025.66.62
Balancing tradition and innovation: rethinking the dichotomy in anatomy teaching
Marina Čavka
; Department of Anatomy and Clinical Anatomy, University of Zagreb School of Medicine, Zagreb, Croatia
Zdravko Petanjek
; Department of Anatomy and Clinical Anatomy, University of Zagreb School of Medicine, Zagreb, Croatia
Maura Zanze Beader
; Department of Anatomy and Clinical Anatomy, University of Zagreb School of Medicine, Zagreb, Croatia
Thomas Mathew
; University of Cambridge, Human Anatomy Centre, Department of Physiology, Development and Neuroscience, Cambridge, United Kingdom
Cecilia Brassett
; University of Cambridge, Human Anatomy Centre, Department of Physiology, Development and Neuroscience, Cambridge, United Kingdom
András Dávid Nagy
; Department of Anatomy, University of Pécs Medical School, Pécs, Hungary
Ana Hladnik
; Department of Anatomy and Clinical Anatomy, University of Zagreb School of Medicine, Zagreb, Croatia
*
* Corresponding author.
Abstract
Medical education has undergone a significant reform in
response to evolving healthcare demands, technologi
cal advancements, and emerging research in biomedical
and education sciences. The teaching methods in anato
my, a core component of medical education, have nota
bly changed, with traditional cadaveric dissection being
increasingly replaced by digital and hybrid alternatives.
Despite research indicating no significant difference in
short-term knowledge retention between students who
engaged in cadaveric dissection and those engaging in al
ternative methods, dissection uniquely fosters profession
alism, empathy, and ethical awareness – traits essential for
holistic medical education. This review critically examines
the dichotomy between traditional and innovative teach
ing methods in anatomy education, questioning the as
sumption that traditional methods hinder progress in
modern healthcare. The findings suggest that changes
in medical education are primarily influenced by organi
zational issues, which frequently results in an incomplete
implementation of innovative teaching approaches. The
inconsistent application of innovative teaching methods
makes it difficult to assess their effectiveness and com
pare them with traditional methods. Reliable data on their
long-term impact can only be generated by randomized
controlled trials and longitudinal studies. In the meantime,
we need to ensure that current medical students receive
high-quality education by incorporating best practices
from diverse teaching methods based on valuable in
sights from experienced educators and current students’
learning preferences.
Keywords
Hrčak ID:
352472
URI
Publication date:
20.2.2025.
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