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 Table of Contents  
Year : 2021  |  Volume : 10  |  Issue : 2  |  Page : 103-104

Anatomy teaching in medical education

Formerly Professor and Head, Department of Anatomy, Government Medical College, Haldwani, Uttarakhand, India

Date of Submission13-Jan-2021
Date of Decision24-Jan-2021
Date of Acceptance06-Feb-2021
Date of Web Publication09-Apr-2021

Correspondence Address:
D N Sinha
GMC, Haldwani, Uttarakhand
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/NJCA.NJCA_10_21

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How to cite this article:
Sinha D N. Anatomy teaching in medical education. Natl J Clin Anat 2021;10:103-4

How to cite this URL:
Sinha D N. Anatomy teaching in medical education. Natl J Clin Anat [serial online] 2021 [cited 2021 Jun 18];10:103-4. Available from: http://www.njca.info/text.asp?2021/10/2/103/313503

To the Editor of National Journal of Clinical Anatomy:

Recent endeavor to enrich the knowledge by technological innovation envisaged the pave to reach at the end without extensive consideration for the future outcome.

In the 16th century, Andreas Vesalius in his book “de Humani Corporis Fabrica” stated that anatomy should be regarded as a firm foundation of the whole art of medicine. It is essential and preliminary. How could Anatomy be taught with stringent guidelines?. Illness has got its own sustainable way of interaction with human body and it doesn't identify the rules and regulations of our knowledge while affecting an individual.

Nature accompany life till its end, knowing the facts and the possibility of interaction, the different mechanism both cellular and humoral, designed with the same resource of genetic profile with adequate protection. It is as usual clocked well advance by genetic dominance and environment later on with its connectivity. It is for the continuity of the life. Anatomy is the production of this interaction and designed to overcome multifaceted situations in the life. In anatomy, it is the corpse who teaches the living.[1] Often without knowing much, we do experiment to see the possible change to bring miracle in the knowledge. Anatomy curriculum has been subjected to lot of changes. When brain may not unfold to such tremendous changes, why such efforts in compromising, the understanding of knowledge in reality. Before seeking the help, from artificial intelligence, anatomy being a God's creation it designed superior to existing situation, therefore, anatomy is to be studied more than, without any cut shot in time period of understanding and moreover, subject should not be put under turmoil in the process experimentation. under turmoil. There are lots to be known for the purpose of understanding the evolution of structures. It has to be studied in cadavers otherwise the biggest infrastructure unity will be lost without acknowledging what for it was developed. If you have gone in depth, it almost touches to the Philosophy. The syllabus and curriculum of anatomy must be a foundation to unearth the probability of the existence of the science and life as anatomy.[2]

Time-bound program for learning is limited to produce the basic understanding, however, the method is only applicable for the limited topics. The details are still to be understood for the further explanation in the changing scenario of the disease. We still do not know much and seek opinion, which are often unacceptable in lack of support in scientific approach and research.

It is very difficult to undertake the responsibility to frame suitable curriculum and syllabus and teaching of anatomy for MBBS, so that students could acquire sufficient knowledge of anatomy within the shortest period that too with much clinical collaberation. Every one desires, but how to reach to a particular standard is an enigma. The infrastructure, the digital system, and human resource must be adequately available at the platform of learning. Due to shortage of cadavers, specifically during this pandemic situation when body donation has come to stand still,[3] the other alternatives may not be much helpful academically. The word anatomy is derived from Greek: Ana means up and Tome means cutting. “Anatomy” itself indicates methodology and cannot be studied systematically without dissecting the cadavers as described in the dissection manuals. Actually, this subject was never designed to be learned remotely.[4] This process is time bound and well described in dissection manuals and textbook of anatomy for systemic learning with adequate opportunity to see the structures layer by layer. We can further support with the latest innovation by the use of X-ray, computed tomography-scan, magnetic resonance imaging, and ultrasound. Comparative anatomy is essential to provide explanation to some unusual happening in morphological changes.

Dissection was publically performed in the 13th century in Bologna by Mondino de Luzzi to establish its requirement for the study of Medical Science just after the dark age.[5]

In the past, the anatomy teaching was also supplemented by problem-based learning. Even such books are also published. At the end of regional anatomy teaching, clinicians were also used to be invited for clinical emphasis in the some of the colleges. It was practiced in the UK also. With better infrastructure, adequate human resource, proper planning and financial support, this subject could be given much scientific approach in designing curriculum and syllabus in the existing situations and promote basic research too.

An article published in The Times of India on March 26, 2020, entitled “How Medical Council of India (MCI) can save the country” by Devi Shetty,[6] the Chairman and Founder of Narayana Health, and once associated with MCI. stressed that India is the only country in the world which, just by changing MCI Regulation, could produce over 1.5 lakh doctors and specialists out of the thin air. This is our great ammunitions of COVID-19 pandemic. Let us first learn what developed countries did to address their doctors shortage? He has suggested some point to improve the situation.

How can NMC do anything alone? It is an institution under the order of the government and its policies. Health care is not so simple in highly populated country like India where huge population is without any basic amenities and depend on the government for financial assistance. Health is not to be regulated as short-term and long-term planning of NMC and its curriculum could not be manipulated looking to the scenario of disease in the society. Lesson learnt from each situations and systems and overall motive is not to produce more doctors and nurses minimizing at the cost of their learning period. Which will be detrimental in allowing them to fight with the diseases. It is not a temporary situation. Of course, it is the quality of training which deals with situation and medical disaster management.

Online course could only be used in extraordinary situations but cannot replace the cadaveric dissection.[7] Medicine as a profession is a humanitarian service, where experience and knowledge do provide alternative approach of working and thought provoking. Systems and methods of the learning could be modified in view of situations and demand of health-care delivery. However, there is no method which could be popular than the conventional methods practiced since long time and produced so many doctors who are serving all over the world in best possible situation.[8]

It is time to reform anatomy in such a way that its identity as subject for the enhancement of the medical education remains show sublime. The history of anatomy is a mirror, so as to how the science progressed gradually to keep its unique place in strengthening the foundation of medical science.[9]

Financial support and sponsorship


Conflicts of interest

There are no conflicts of interest.

  References Top

Pushpa NB, Ravi KS. Does the corpse teach the living? - Anatomy in the era of COVID-19. Natl J Clin Anat 2020;9:79-81.  Back to cited text no. 1
  [Full text]  
Sinha DN. Present outlook of Anatomy of Medical Education. IJCAP 2016;3:250-2.  Back to cited text no. 2
Ravi KS. Dead body management in times of Covid-19 and its potential impact on the availability of cadavers for Medical Education in India. Anat Sci Educ 2020;13:316-7.  Back to cited text no. 3
Patra A, Ravi KS, Chaudhary P. COVID 19 reflection/experience on teaching-learning and assessment: Story of anatomy teachers in India. Anat Sci Int 2021;96:174-5.  Back to cited text no. 4
Sinha D N. Ancient human cadaveric dissection. Natl J Clin Anat 2015;4:53-7.  Back to cited text no. 5
  [Full text]  
Patra A, Chaudhary P, Ravi KS. Adverse Impact of Covid-19 on Anatomical Sciences Teachers of India and Proposed Ways to Handle This Predicament. Anat Sci Educ 2021:1-3.  Back to cited text no. 7
Sinha DN. Disease – Choose life span – Annual plan and health problem and medical Education. IJCAP 2017;4:273-5.  Back to cited text no. 8
Sinha DN. Reform in MCI – A news of these days. Ann Int Med Dent Res 2017;3:4-6.  Back to cited text no. 9


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