Cadaveric Dissection Model Usage in Teaching Anatomy among Clinical Medicine Students at Kenya Medical Training College

Abstract

Background: Cadaveric dissection remains central to anatomy education, offering tactile and spatial understanding that builds student confidence. While widely used globally, access to cadavers varies by resources and culture. In Africa, support for cadaveric dissection is strong despite the constraints. Emerging tools like VR and 3D models increasingly complement dissection, creating a balanced, hybrid approach to effective training.
Methods: A mixed-methods cross-sectional study was conducted among 260 students and 13 lecturers across multiple campuses. Quantitative data were collected using a structured questionnaire and analysed using SPSS version 30 for descriptive statistics and regression analysis. Qualitative data were obtained through key informant interviews and were analysed thematically.
Results: Most students (51.2%) reported participating in cadaveric dissection once per semester, although overall use was perceived as infrequent (78.1%). The majority (83.1%) considered cadaveric dissection very important for learning anatomy, citing benefits such as hands-on understanding, improved critical thinking, and enhanced knowledge retention. While awareness of alternative teaching methods was moderate, 53.8% of respondents preferred cadaveric dissection over these methods. Lecturers similarly reported limited but essential use of cadaveric dissection. Regression analysis showed a weak and non-significant relationship between study variables and participation in dissection (R²=0.048, p=0.084).
Conclusions: Cadaveric dissection is underutilised but remains a critical and preferred method for teaching anatomy. Expanding its use, improving infrastructure, and integrating complementary teaching methods may enhance the quality and effectiveness of anatomy education.