Systematic evaluation of dissection as a method for teaching and learning in human anatomy

The objective of our article is therefore to evaluate the benefits of the method of dissection in _Human Anatomy teaching and learning through a systematic literature review. Methods: We performed a systematic review based on research projects that evaluated the method of dissection in undergraduate students' learning. Results: More than 400 articles were found in the databases cited on the subject. However, only 8 empirical research articles between 2001 and 2011 focusing on student teaching-learning through dissection were selected due to the proposed objectives. We found that dissection develops students' problem-solving skills, spatial reasoning skills, self-reflection toward what is human, as well as the integration between cognition and the technical and affective skills necessary for future clinical practice. We can highlight the following main points of the dissection: teamwork, body respect, familiarization with the human body, application of practical skills, integration between theory and practice, and preparation for clinical work. The integration of systems into an organism as a whole promoted by dissection is often affirmed in the traditional teaching of anatomy. Conclusions: anatomical dissection improves human anatomy teaching-learning for undergraduate students. It also improves the learning of anatomical structures, the location and visualization of 3-dimensional structures, the ability to visualize anatomical variations, manual stills, the ability to follow complex instructions and the way to cope with death-related issues. Anatomy teaching methods such as computerized resources, anatomical models, and expository classes alone do not replace anatomical and clinical learning, as well as the consolidation of knowledge provided by the method of dissection.