Hortsch, Michael, Girão-Carmona, Virginia Claudia Carneiro, Leite, Ana Caroline Rocha de Melo, Nikas, Ilias P., Gatumu, Margaret K., Koney, Nii Koney Kwaku, Arko-Boham, Benjamin, Yohannan, Doris George, Oommen, Aswathy Maria, Li, Yan, Yang, Jian, Trollope, Alexandra F., Meyer, Amanda J., and Van Nuland, Sonya E. (2025) A global overview of anatomical science education and its present and future role in biomedical curricula. Anatomical Sciences Education, 19 (1). pp. 5-45.

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Abstract

The four main anatomical sciences, gross anatomy, histology, neuroanatomy, and embryology, are fundamental subjects for most health professionals and biomedical students. Usually taught as part of preclinical basic science training, the anatomical sciences provide a structural understanding of human or animal bodies at both macroscopic and microscopic levels. This overview characterizes how the anatomical sciences are currently taught around the globe, highlighting similarities, differences, and recent curricular transformations that were partially in response to the COVID-19 pandemic. Globally, educators of the anatomical sciences navigate similar pressures, including expectations of curricular integration and reduced time for anatomical teaching. Student-centered teaching approaches and e-learning technologies have been adopted across many regions, transforming how educators engage their learners. However, not all educators are provided with technological resources to facilitate such educational advancements, particularly in regions where economic inequality and poor infrastructure hinder access to the internet. Though ethical standards guiding the procurement of human bodies have evolved over time, the sources of human bodies that academic institutions use for anatomy education vary widely. Specific regional issues complicate many aspects of anatomical science education, challenging educators to adopt novel teaching approaches. Despite some differences, every global region appears to be moving in a similar direction. However, where academic institutions fall on that trajectory differs for specific regions/countries. How these educational and technological changes influence anatomy education should be carefully considered for the strengths and weaknesses they provide and the opportunities and threats they bring. (Figure presented.).

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