seen its disadvantages . It is the opinion of this author that the major shortcomings the loss of touch , the loss of variation , and the overall loss of an empathetic , visceral experience are such substantial deficits that the current state of these technologies is far too insufficient to merit their use as the principle elements of anatomy instruction for healthcare professionals .
When the study of anatomy is brought from a cadaver to a screen , the tactile component of learning that is one of the most unique aspects of traditional dissection is lost . The ability to touch anatomic structures is regarded as a fundamental element of clinical anatomy education ( Estai et al ., 2016 ). In no other relaxed setting are students able to hold a heart or touch a nerve as a means to facilitate their learning . No different than how there can be visual learners or auditory learners , there are also kinesthetic and tactile learners students that benefit from going through particular actions ( i . e . dissection ) and students that benefit from the ability to touch , respectively ( Koohestani et al ., 2020 ). The transition to an online learning format leaves these students by the wayside . Surely physical models can serve as supplements for such learners , but even the most detailed models lack the ability to replicate the pathology necessary for the education of healthcare students ( and the ones that do cost a small fortune ). The ability to feel the crunch of atherosclerosis , the ability to feel the scarring of cirrhosis these are sensations that cannot be appreciated digitally .
A great part , and at the same time a terrible part , of virtual dissectors is that they present structures that are perfectly idealized . This allows students to develop a foundational understanding of the body ’ s organization . A terrible part of virtual dissectors is that they present structures that are perfectly idealized . Practically no real body looks like the textbook . While the lay-person might attest that ‘ we are all the same on the inside ,’ anatomists know this is not the truth . Anatomic variation the non-pathologic morphological differences between individuals is a key principle that carries legitimate clinical significance . For example , there have been over 45 described anatomic variations of the Circle of Willis , each of which carrying its own specific individual risk of aneurysm events , each of which being necessary for a neurosurgeon to be able to navigate ( Zimelewicz et al ., 2021 ). While surely students studying anatomy do not need to be familiar with every variation of every structure , it is the mere exposure to random variants in the dissection lab that often introduces students to the fact that anatomic variety even exists . Furthermore , encounters with deviant anatomy provide instances where cadavers these great teachers challenge a student ’ s understanding . Cadaver dissection begets necessary points of educational friction , obstacles of intellectual confidence for students to overcome on their path to becoming practicing clinicians .
The ability to trust one ’ s own ability is a necessity for any healthcare professional . Likewise , so too is the quality of empathy . Indeed , many institutions have devoted significant time and resources to construct modules and entire curricula centered on developing student empathy towards their future patients . A whole field of research is devoted to quantifying this quality ( Bas-Sarmiento et al ., 2020 ). I would contend to you that in the rush for schools to demonstrate their commitment to empathy by having their students ( mind you , who have already been screened for an inherent empathy as part of the admissions process ) take carefully designed empathy trainings and be taught how to respond to the emotional cues of their patients with robotic precision I would contend to you that these institutions overlook their greatest empathetic assets : human cadavers , the healthcare students ’ first patient .
There is a certain sense of reverence that comes when holding the heart of another human being ; taking the moment to appreciate that this one little organ was responsible for instilling life to that individual . From swelling with pride to aching with despair ; from skipping a beat when falling in love to being broken when falling out ; from the first breath to the last that heart is a person .
As a student , the question I would ask you as educators is this : what must students understand ? If the answer to that question is only a hitlist of anatomic structures that subserve a larger curriculum , then yes , a virtual model or an AR program will service that purpose effectively . But if the answer to that question is something more if the goal is to train healers then educators have a responsibility to ensure that us students understand the full weight