Unveiling the perceptions of medical and allied health students towards cadaveric dissection and virtual resources in anatomy education: a cross sectional study

Abstract

Background Cadaveric dissection has long been a cornerstone of anatomy education, offering unparalleled hands-on experience that fosters both intellectual and emotional growth in medical students. It plays a crucial role in shaping professional identity while enhancing anatomical understanding. However, the emergence of digital platforms, including virtual reality (VR), augmented reality (AR), and 3D modeling, presents new opportunities to transform anatomy education. Objectives This study explores the perceptions of medical and health sciences students at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) regarding the integration of digital tools alongside traditional cadaveric dissection. By comparing attitudes toward these approaches, the study aims to identify strategies like using 3D models, animations, and interactive apps to familiarize students with anatomical structures before entering the dissection lab for harmonizing traditional and digital learning methods to optimize anatomy education. Methods This cross-sectional study was conducted over seven months using an anonymous, structured 20-item questionnaire administered to 454 students from various health disciplines at Ras Al Khaimah Medical and Health Sciences University. A convenience sampling method was used. The questionnaire assessed sociodemographic data, attitudes toward cadaveric dissection, its significance in practical learning, comparisons with digital resources, and its role in professional development. Institutional approval was obtained, and informed written consent was secured from all participants before the study commenced. Results Medical students expressed significantly stronger support for cadaveric dissection compared to allied health students, particularly regarding emotional engagement (p < 0.05), perceived educational value (p < 0.001), and comfort with handling cadavers (p < 0.001). While both groups acknowledged the benefits of digital resources, medical students reported greater improvements in visualization, confidence, and interactive learning (p < 0.01). Conclusion Cadaveric dissection remains an essential pillar of anatomy education, offering irreplaceable benefits in anatomical comprehension and psychomotor skill development. This study highlights its role in fostering professional attributes while demonstrating that digital platforms serve as valuable complementary tools. Rather than replacing cadaveric dissection, these digital innovations enhance learning by creating a synergistic educational environment.