Perspectives and Performance of First-Year Medical and Dental Students in Anatomy Education Through Cadaveric Dissection: A Cross-Sectional Study

Abstract

Introduction: Anatomical education serves as the cornerstone of medical and dental training, and cadaveric dissection is traditionally regarded as the gold standard for teaching human anatomy. This study explored the attitudes and perceptions of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students toward cadaveric dissection and its impact on their academic performance and professional development.

Materials and methods: A cross-sectional survey was conducted in the Department of Anatomy. A structured questionnaire comprising 10 questions assessed the students' attitudes, perceptions, and preferences toward cadaveric dissection. The sample included 500 first-year MBBS and BDS students from four institutions. Data were collected anonymously using Google Forms and analyzed. Statistical tests, including chi-square and independent t-tests, were used to compare the responses and formative scores between the groups.

Results: A total of 450 medical and dental students responded, with 162 individuals (36.00%) participating in the BDS curriculum focused on anatomical studies, whereas 288 individuals (64.00%) were engaged in the MBBS program, resulting in an impressive response rate of 90%. Among medical students, 105 (36.5%%) were males, and 183 (63.5%) were females. Among dental students, 66 (40.7%) were males, and 96 (59.3%) were females. Dental students exhibited greater empathy and appreciation for cadaveric dissection (p=0.001), potentially related to the practical skills required in dentistry. However, medical students scored significantly higher on cadaveric dissection-based assessments (p<0.001), reflecting their broader and more detailed anatomical curricula. Despite these differences, students across both groups emphasized the importance of cadaveric dissection in developing clinical and professional skills.

Conclusion: Cadaveric dissection remains an indispensable tool in anatomy education, fostering a deep understanding of human anatomy and instilling empathy and professionalism. For perception, dental students significantly favored cadaveric dissection for providing a better learning experience than alternative methods, improving spatial understanding, and aiding clinical correlation understanding. Regarding attitude, dental students more strongly associated cadaveric dissection with respect and dignity, emotional comfort, and influencing attitudes toward life and death. In practice, dental students showed greater agreement that cadaveric dissection should remain integral to education and benefit their future careers.