CLINICALLY ORIENTED ANATOMY TEACHING IN UNDERGRADUATE MEDICAL EDUCATION: A NARRATIVE REVIEW
Authors: Dr. Aparna M Krishnan, Dr. Arun Babu E, Dr. Uday Kumar*
Publication Date: 2026/07/31
DOI: 10.59551/DOI: 10.59551/IJHMP/25832069/2026.7.2.119
Abstract
<p>Background: Anatomy remains a cornerstone of undergraduate medical education; however, rapidly evolving medical curricula have shifted emphasis from traditional knowledge acquisition towards clinically integrated, competency-based learning. Clinically oriented anatomy teaching aims to enhance students’ ability to apply anatomical knowledge in clinical practice through curriculum integration, active learning, medical imaging, simulation, and technology-enhanced education.</p>
<p>Objective: This narrative review aims to summarize current evidence on clinically oriented anatomy teaching in undergraduate medical education, focusing on curriculum integration, contemporary teaching strategies, technology enhanced learning, assessment approaches, educational outcomes, and future directions.</p>
<p>Methods: A narrative literature review was conducted using electronic databases including PubMed, Scopus, and Google Scholar. Relevant English-language articles published between 2000 and 2025 were identified using combinations of keywords such as anatomy education, clinical anatomy, undergraduate medical education, cadaveric dissection, curriculum integration, medical imaging, virtual reality, active learning, and competency-based medical education. Original research articles, systematic reviews, narrative reviews, educational guidelines, and landmark publications relevant to undergraduate anatomy education were included. Studies focusing exclusively on postgraduate education or unrelated health professions were excluded. The retrieved literature was narratively synthesized according to major educational themes.</p>
<p>Results: Current evidence suggests that clinically oriented anatomy teaching improves learner engagement, contextual understanding, knowledge retention, and early clinical reasoning. Integrated curricula combining cadaveric dissection, prosections, clinical case-based learning, medical imaging, technology-enhanced learning, and formative assessment appear to provide greater educational benefits than reliance on any single instructional approach. Emerging technologies such as virtual reality, augmented reality, and point-of-care ultrasonography further enhance anatomical visualization and clinical integration when used alongside traditional teaching methods.</p>
<p>Conclusion: Clinically oriented anatomy teaching represents an effective educational framework that bridges foundational anatomical sciences with clinical practice. A balanced multimodal curriculum integrating traditional cadaver-based instruction with active learning, clinical correlation, technology-enhanced education, and competency-based assessment is likely to best prepare undergraduate medical students for contemporary clinical practice. Future research should focus on multicentre studies evaluating long-term educational and clinical outcomes.</p>
<p>KEYWORDS: Anatomy Education, Clinical Anatomy, Undergraduate Medical Education, Curriculum Integration, Cadaveric Dissection, Clinical Reasoning. </p>
References
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