Prosection-Aided Demonstrations for Gross Anatomy Lectures: Facilitating Effective Teaching-Time and SelfGuided Dissection Experience for Students

Introduction: Effective gross anatomy teaching-time in the medical curriculum has drastically been reduced over the years. Given the demands of delivering complex contents, preserving dissection-based learning experience for students, experimenting with newer teaching and evaluation methods, the stress for time-management is great. This point of view article proposes an approach wherein classical classroom-based lectures preceding formal dissection sessions could be replaced by topic-specific, laboratory-based, prosection-aided demonstration sessions. This approach may benefit students with better conceptualization and retention of the material by reducing cognitive loading, improving outcomes of dissection activities, and by optimizing the utilization of the time allotted to anatomy-teaching in the curriculum.