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. 2026 Aug 6;13:23821205261469935. doi: 10.1177/23821205261469935

Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications

Punnose Kattil 1,*,✉, JC Malsawmzuali 2,*, Fadi W Adel 2, Xiaoyu Ma 2, Wojciech Pawlina 1
PMCID: PMC13451749  PMID: 42571221

Abstract

Gross anatomy is now delivered in curricula that are increasingly compressed and integrated with other areas of medical training. At the same time, digital resources and physical models have become more common as supplementary tools in anatomy education. These shifts have renewed interest in the distinctive educational value of donor-based learning and in how preservation methods should be aligned with clinically meaningful learning objectives. This narrative review examines the use of fresh human donor tissue in anatomy teaching and clinically oriented procedural training. It focuses on unembalmed, non-fixed, and fresh-frozen tissue, while soft-preserved tissue is considered mainly as contextual and comparative evidence. Literature searches were conducted in MEDLINE, Scopus, Web of Science, and ERIC databases for English-language human studies published from 2015 through early 2026, with backward citation to identify older landmark comparator papers. Because the preservation-explicit educational literature was limited and heterogenous, findings were synthesized narratively. Across the included literature, fresh tissue appears most educationally valuable when learning objectives depend on functional tissue behavior, including tissue palpation, percussion, tissue-plane recognition, ultrasound-guided anatomy, or realistic procedural handling. Available studies suggest benefits in selected knowledge and performance outcomes, especially in clinically oriented examination and postgraduate refresher courses. Comparator evidence indicates that soft-preserved tissue may provide a pragmatic alternative when programs need repeated access or broader curricular integration while still preserving more realistic handling than formal fixed donors. Formalin fixed tissue remains useful for durable structural teaching despite reduced functional realism. Overall, preservation methods should be treated as a curricular design decision rather than a neutral technical detail. Fresh tissue therefore has a defensible place in competency-based anatomy education when used selectively for tasks requiring high functional fidelity, although stronger evidence for long-term clinical transfer remains limited.

Keywords: fresh human donor tissue, anatomy education, cadaver-based learning, task fidelity, competency-based medical education, soft-preserved cadavers

Introduction

Body donor dissection has remained a persistent feature of medical education for centuries, although its educational focus has shifted over time from descriptive anatomy toward clinically applied training and development of professional identity formation. Historical analyses suggest that its enduring value lies not only in the transmission of morphological facts, but also in the uniquely multimodal experience of working with the human body itself. 1

In the United States, anatomy education has likewise undergone prolonged curricular reform, with increased integration of basic and clinical sciences, greater emphasis on small-group, self-directed learning, and shifting distributions of classroom and laboratory time. National surveys show continued movement toward integrated curricula while cadaver-based laboratory teaching remains a core component of gross anatomy in responding programs; in the 2016-17 survey, all respondents reported cadaver use in the laboratory experience, while laboratory hours had decreased relative to the prior survey even as classroom hours increased and curricular integration expanded.2-5 During the COVID-19 pandemic, sequential surveys of anatomy educators reported substantial reductions in in-person teaching and the use of cadaveric materials, alongside increased reliance on digital resources and a shift in practical assessment away from cadaveric specimens toward computer- or image-based formats.6,7

Gross anatomy teaching is delivered within increasingly constrained curricula, with documented reductions and substantial variability in scheduled contact hours.8,9 In the United Kingdom and Ireland, a comparison of undergraduate anatomy courses in 1999 and 2019 reported a mean loss of 39.18 contact hours (approximately 32%) and noted that most medical schools permitted student progression without achieving a pass mark in anatomy questions in summative examinations. 8 A national survey of Chinese medical schools similarly reported a reduction in gross anatomy course hours over the past three decades, increasing student-to-cadaver ratios, and widespread use of 3D digital models as adjunct resources. 9

These shifts have heightened interest in the distinctive educational affordances of donor-based learning. Although digital platforms, virtual and augmented reality, and 3D printed models can improve access and visualization, they do not fully reproduce the tactile, spatial, and tissue-handling properties of donor-based learning.10-12

Within contemporary anatomical education, human donor materials are widely regarded as the ‘gold standard’ simulator for learning anatomy.13,14 Clinicians continue to endorse donor-based learning; surgeons and practicing physicians consistently describe anatomy knowledge as essential for differential diagnosis, safe intervention, and operative practice, while favoring cadaveric or branch-specific practical refreshers.15,16 These concerns align with current calls to rethink anatomy teaching within competency-based education rather than simply within time-limited curricular blocks. 17

Fresh human tissue is especially relevant when intended learning outcomes depend on mastery of palpation, tissue-plane recognition, mobility, or procedural handling. For instance, in a randomized pilot study simulating pleural effusion, first-year medical students who trained using unembalmed donors demonstrated greater confidence in chest percussion and higher performance identifying thoracic landmarks and detecting abnormal pleural fluid compared with a control group who practiced on peers. 18 In postgraduate training, structured dissection using fresh, non-fixed donors improved resident anatomy knowledge and supported medium-term retention. 19 Together, these studies position fresh tissue not simply as a traditional anatomy resource, but a high-fidelity option for clinically oriented anatomy learning when functional tissue behavior matters.

Tissue preservation choice therefore becomes a curricular design decision rather than a neutral technical detail. Broadly, the options most relevant to clinical anatomy education include fresh (unembalmed, non-fixed, or fresh-frozen) tissue, traditional formalin-fixed cadavers, and soft-preserved approaches. Traditional formalin preservation remains durable and practical for repeated teaching, but it alters tissue realism and limits approximation to living anatomy. Soft-preserved methods such as Thiel embalming, Imperial College London-soft preservation (ICL-SP), and ethanol-glycerin with thymol approaches may better preserve flexibility and visual or haptic realism than formalin, but they vary in storage requirements, infrastructure demands, cost, and antimicrobial outcome.20-28 Fresh tissue offers the most realistic functional correspondence for some clinical tasks (e.g., central line placement, injection procedures, and ultrasound examination), but its use is constrained by availability, storage, shorter usable life, and biosafety considerations.20,21,25-29

Clarifying these trade-offs is important for curricular design because compressed curricula cannot justify high-resource donor formats by tradition alone.8,17 Educators need defensible criteria for when fresh tissue adds learning value, when soft-preserved or formalin-fixed donors provide adequate fidelity, and when digital, imaging, or model-based resources are sufficient.10-12,20,28,30,31 The central argument of this review is therefore task-aligned rather than replacement-oriented: fresh tissue should be reserved for competencies in which functional tissue behavior is part of what learners must understand, perform, or assess.

This narrative review therefore foregrounds fresh tissue (unembalmed, non-fixed, and fresh-frozen human donor tissue) as a viable option for clinically oriented anatomy education. Soft-preserved tissue is considered mainly as contextual comparators, helping to clarify when fresh tissue offers distinctive educational value and when a soft-preserved alternative may be more practical without forfeiting clinically meaningful fidelity.

Methods

A narrative review was conducted of published studies on educational use of fresh human donor tissue (unembalmed, non-fixed, or fresh-frozen) in anatomy teaching and clinically oriented procedural learning. Studies of soft-preserved donor tissue were included primarily as contextual comparators when they clarified differences in tissue handling, educational fidelity, or suitability for clinically oriented tasks relative to fresh tissue. A narrative review format was chosen because the available literature is heterogenous in design, setting, and outcome measures; to reduce avoidable bias, the review process is reported transparently.32,33

For terminological consistency, this review uses fresh tissue as an umbrella term for unembalmed, non-fixed, and fresh-frozen human donor tissue unless an individual study uses a more specific descriptor. Formalin-fixed and soft-preserved donor preparations are identified separately because their handling properties and curricular affordances differ from fresh tissue.

Search Strategy

With the assistance of an experienced medical librarian search strategy was developed and searches were performed in MEDLINE (U.S. National Library of Medicine; 1946-present) via OVID (Wolters Kluwer), Scopus (Elsevier; pre-1996-present), Web of Science (Clarivate; 1975-present), and ERIC (Institute of Education Sciences, U.S. Department of Education; 1966-present) databases. All retrievals were limited to English-language human studies published from 2015 through early 2026. Search concepts combined anatomy education, cadaveric or donor tissue, learner groups, and educational outcomes such as knowledge, retention, learning, competence, or skill; preservation-specific terms such as fresh-frozen, unembalmed, non-fixed, and Thiel were added when relevant.

To avoid excluding seminal comparator papers outside the database date limits, backward citation searching and targeted manual-searching were also used to identify older landmark studies on preservation methods and historical context when they directly related to interpretation of the educational evidence.

Eligibility and Study Selection

Included studies described the educational use of fresh, non-fixed, fresh-frozen, or selected soft-preserved human donor tissue in undergraduate, postgraduate, or continuing health professions education when they reported learner, procedural, or curricular outcomes.13,28,30 Non-human studies, purely technical preservation reports without educational relevance, and papers lacking educational or curricular outcomes were excluded. Because preservation-explicit educational literature was limited and methodologically diverse, procedurally oriented feasibility studies were retained when they directly informed the educational argument about functional tissue behavior and task fidelity. From the screened literature, a small purposive set of preservation-explicit studies was selected for detailed synthesis because these papers most directly addressed how donor preparation influenced clinically oriented anatomy learning, knowledge outcomes, learner experience, or procedural suitability.

Titles/abstracts and then full texts were screened for relevance to donor-based anatomy education, preservation method, learner group, and educational, procedural, or curricular outcomes. The final 11 preservation-explicit studies were purposively selected when they identified donor preparation, reported a relevant outcome, and directly informed one of the four outcome domains discussed below.

Data Extraction and Analysis

For each included study, the year, setting, learner population, donor preparation methods used, educational format with assessment method when present, and principal outcomes were reviewed. Findings were synthesized narratively rather than statistically and emphasized four domains relevant to competency-based clinical anatomy education. In interpreting the evidence, greater weight was given to direct educational outcomes than to perception-only data. 33

The narrative synthesis focused on four recurring outcome domains: objective knowledge or performance; perceived capability or confidence; learner experience or perceived realism; and preservation-dependent procedural feasibility.

Evidence

The preservation-explicit educational literature identified in this review was small and methodologically heterogeneous. Eleven preservation-explicit studies were selected for detailed synthesis using the outcome domains described above. These studies span preclinical medical education, postgraduate surgical teaching, orthopedic residency training, and procedure-based feasibility settings. Rather than implying a comprehensive comparison across all cadaver-based anatomy education, this section synthesizes the studies most directly relevant to the present question: when fresh human tissue provides distinctive educational value, and how soft-preserved tissue functions as a comparator or pragmatic alternative when clinically realistic tissue behavior is desired. Included studies span preclinical medical education, postgraduate surgical teaching, orthopedic residency training, and procedure-based feasibility settings.18,19,28-30,34 Across them, four recurring outcome domains are visible: objective knowledge or performance, perceived capability or confidence, learner experience or perceived realism, and preservation-dependent procedural feasibility.

Fresh Tissue and Clinically Oriented Learning

Fresh donor tissue appears most valuable when intended learning outcomes depend on physical examination skills (palpation, percussion), tissue-plane recognition, ultrasound-guided anatomy, or realistic handling. Cook and Kernahan’s pleural effusion simulation using unembalmed donors improved both confidence and performance in applied thoracic examination compared with peer practice alone. 18 In postgraduate training, Turner and colleagues used fresh, non-fixed donors in a structured dissection intervention and reported improved anatomy knowledge with medium-term retention, suggesting that fresh tissue can function as a clinically oriented refresher rather than only as a descriptive anatomy exercise. 19

Ultrasound-guided procedural training extends this principle: Miller et al used a fresh cadaver model for ultrasound-guided central venous access, reporting significant gains in both technical skill and procedural knowledge among procedure-naïve third-year medical students (p<0.001 for both), with the model providing lifelike ultrasound images despite repeated cannulation attempts. 35 Horton et al demonstrated that fresh cadavers are feasible for teaching transesophageal echocardiography probe placement to emergency medicine residents, with significant improvements in manipulation knowledge and confidence (p<0.001 for both), and noted that cadaveric tissue offered anatomic variation and tissue resistance that airway mannequins cannot replicate. 36 Beyond surface ultrasound, Jansen et al showed that fresh-frozen cadavers support fluoroscopy-guided endovascular interventions, with 93.3% of target vessels patent for catheter cannulation and realistic digital subtraction angiography achievable without arterial reperfusion. 37

Taken together, these studies support a focused claim: fresh tissue is not simply ‘more realistic’, but educationally valuable when functional tissue behavior is itself part of the learning objective. They also highlight the practical constraints of this approach, including the need for appropriate facilities, faculty time, biosafety precautions, and limited-duration access to tissue.19,21

Preservation Choice and Task Fidelity

Porzionato and colleagues help clarify why preservation methods should be treated as a task-specific curricular decision. 28 In natural orifice transluminal endoscopic surgery (NOTES) related training, Thiel cadavers were more workable than higher-formalin cadavers and more closely approximated fresh tissue for flexibility and abdominal insufflation. 28 This does not displace fresh tissue as the main focus of the present review; rather it shows that ‘cadaver-based learning’ is too broad a category unless the preservation method is specified.

Soft-Preserved Tissue as Comparator and Curricular Enabler

Soft-preserved tissue should be treated here mainly as contextual evidence, not as a co-equal focus. Even so, the comparator literature helps highlight what fresh tissue offers and what programs may gain when fresh tissue is not a feasible resource. Barton and colleagues described a 3-day gynecologic oncology dissection course using soft-preserved cadavers; trainee anatomy scores improved over the course, participants rated the course highly, and the authors explicitly argued that soft-preserved rather than formalin-fixed donors should be used for this type of postgraduate surgical anatomy teaching. This is directly relevant educational evidence that strengthens the soft-preserved comparator literature beyond perception-only studies.

At the curricular level, Barry and colleagues showed that soft-embalmed donors can support vertical integration of anatomy, imaging, and procedures in preclerkship teaching, with strong learner endorsement and post-activity knowledge gains, even with uncertain summative assessment effects. 34

In residency education, Arce and colleagues found that orthopedic residents and observers favored ICL-SP donors over formalin-preserved donors for tissue similarity and structure identification. 30 Together these studies suggest that donor-based learning is not a uniform educational exposure: preservation method changes what learners can see, feel, and by extension practice.

Overall, the current evidence supports a more restrained and defensible conclusion than broad claims of superiority would allow.18,19,28,30,34 Fresh tissue is more strongly supported when the learning tasks depend on tactile examination, functional tissue behavior, or clinically realistic dissection. Soft preservation is best understood in this review as a contextual comparator and pragmatic alternative that may preserve more realism than formalin fixation while allowing broader curricular access and repeated use that lends itself to prolonged courses. What remains limited across all preservation methods is evidence for long-term clinical transfer, superiority in programmatic assessment outcomes, or direct downstream effects on patient care.

Discussion

The strongest argument for fresh tissue is not that it is universally superior, but that it offers distinctive educational value when the intended competency depends on clinically meaningful tissue behavior rather than structure recognition alone. Across the included studies, fresh or non-fixed tissue was most useful when learners had to palpate, percuss, identify tissue planes, appreciate mobility and articulation, or rehearse clinically oriented dissection or approaches. By contrast, comparator studies of soft-preserved tissue show that preservation choice impacts what learners can realistically see, feel, and do, and therefore should be treated as a curricular design decision rather than a technical afterthought. Taken together, the current evidence supports the use of fresh tissue as a viable option for clinically oriented anatomy education, while also showing that soft-preserved donors may function as alternatives when fresh tissue is unavailable or unnecessary for the target task.

Situated learning theory (STL) and experiential design help explain why fresh tissue can be educationally valuable. 38 The STL literature in health professions education (HPE) emphasizes participation in authentic practice rather than passive transfer of information. 39 In fresh tissue sessions, learners can engage in clinically recognizable activities and supervised procedural rehearsal alongside anatomists and clinicians. This makes the educational value of fresh tissue less about exposure to a ‘real body’ in the abstract and more about participation in authentic clinical anatomy.

Experiential learning adds an important design condition: hands-on exposure alone is insufficient unless it is followed by reflection, conceptual integration, and opportunities for re-application. 40 For fresh tissue teaching, this supports briefing, guided task performance, structured debriefing, and explicit comparison with imaging, examination findings, or procedural objectives. 41 In other words, fresh tissue should be designed as part of a learning sequence, not treated as a self-evident pedagogical endpoint.

A functional understanding of fidelity is especially important for this review. Simulation scholarship argues that educational effectiveness cannot be explained by visual or tactile resemblance alone; what matters is the match between the learning task and the clinical performance ultimately required. 31 Applied here, fresh tissue should be selected when the targeted competency depends on functional correspondence, not simply because it appears more lifelike. This framing also clarifies the place of soft-preserved tissue: when it provides sufficient functional correspondence with greater curricular feasibility, it may be considered a more defensible option.

Cognitive load theory places an important limit on how fresh tissue should be used, particularly for novice learners. 42 Complex, high-fidelity environments may enhance engagement, but they can also overload working memory when unfamiliar instruments, emotionally salient donor contact, difficult spatial problems, and time pressure are introduced simultaneously.42,43 Simulation studies therefore support staging complexity, aligning tasks with learner expertise, using pretraining for landmarks and instruments, assigning clear roles, and debriefing for schema formation rather than exhaustive factual recall. For anatomy curricula, this means fresh tissue is best used selectively and intentionally, not as an undifferentiated solution for all learning objectives. Foundational structural knowledge may often be taught more efficiently through prosections, imaging, or digital tools, reserving fresh tissue for tasks in which function and handling matter. A practical limitation of fresh tissue is its narrow usable window. Because unembalmed, non-fixed, or fresh-frozen specimens require cold-chain storage and are susceptible to tissue degradation over time, they are best suited to short, intensive, task-specific teaching rather than prolonged or longitudinal course. Figure 1 summarizes a preservation-sensitive framework for implementing fresh human donor tissue in clinically oriented anatomy education (Figure 1).

Figure 1.

Figure 1.

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Preservation-sensitive framework for implementing fresh human donor tissue in anatomy. This conceptual framework links intended competency, required functional fidelity, donor preparation choice, learner preparation, faculty supervision, assessment, and program evaluation. Fresh tissue is most defensible when learning objectives depend on functional tissue behavior, realistic handling, palpation, tissue-plane recognition, or procedure-relevant task fidelity. The framework also highlights implementation safeguards, including biosafety procedures, storage/cold-chain logistics, donor stewardship, learner briefing/debriefing, and assessment aligned with the task being taught. Created in BioRender. Malsawmzuali, J. (2026) https://BioRender.com/caixdi9

A practical model thus begins to emerge when the empirical evidence and educational theories are considered together. Early or foundational anatomy teaching may rely on dissection, prosection, imaging, and digital adjuncts for structural orientation and knowledge building. Fresh tissue can then be reserved for later or targeted sessions in which clinically meaningful function matters, especially in examination-skills teaching, operative anatomy refreshers, ultrasound/echocardiography training, and other procedural-skills rehearsals. Soft-preserved donors can occupy an intermediate role when programs require repeated use, staggering sessions to accommodate clinical availability, broader learner access, or longitudinal integration with imaging and case-based teaching.30,34,44,45 Figure 2 presents a task-aligned comparison of instructional modalities and preservation options across gradients of functional fidelity and curricular repeatability (Figure 2).

Figure 2.

Figure 2.

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Task-aligned comparison of anatomy teaching modalities and donor preparation options. Digital/imaging adjuncts, formalin-fixed donors, soft-preserved donors, and fresh human donor tissue are displayed conceptually along gradients of functional tissue fidelity and curricular repeatability. The figure is intended as a curriculum-design aid rather than an empirical ranking: modalities should be selected according to the learning objective, available infrastructure, expected frequency of use, and whether the task requires tactile examination, tissue-plane development, imaging correlation, or procedural handling. Created in BioRender. Malsawmzuali, J. (2026) https://BioRender.com/caixdi9

Assessment should also be preservation-sensitive: when the intended outcome is tactile examination, plane development, or procedural navigation, written identification tests alone are inadequate; when the intended outcome is structure recognition only, fresh tissue may not be required. This preservation-sensitive approach is more consistent with competency-based curriculum design than broad claims that one donor preparation is the ‘gold standard’ for all purposes.

Donor Stewardship and Sustainable Implementation

Fresh tissue programs should pair task fidelity with explicit donor stewardship and sustainability planning. Because fresh tissue may appear and handle more like living tissue, sessions should include brief orientation to donor consent and governance, confidentiality, respectful language and handling, permitted activities, and faculty-modeled professionalism. 46 Structured debriefing and gratitude practices can help connect procedural learning with humility and professional identity formation. The Mayo Clinic “Convocation of Thanks” provides one example of how donor recognition can involve learners, faculty, researchers, and donor families in reflection on body donation as an educational gift and professional responsibility.1,44,47

Operationally, fresh tissue should be reserved for competencies that require functional tissue behavior or high task fidelity. Programs should anticipate donor allocation, transport, cold storage, thawing and scheduling workflows, personal protective equipment (PPE), tissue disposal, imaging equipment and instrumentation, technical support, faculty time, and limited reusability. Feasibility can be improved through short competency-linked sessions, grouping learners within a single donor-use window, pre-session imaging preparation, and use of soft-preserved donors when repeated access is needed. Shared interdepartmental courses, and standard operating procedures for governance, biosafety, learner preparation, debriefing, and outcome/cost tracking can further support sustainability.20,21,25

Limitations of the Evidence

The evidence base remains limited by largely single-institution studies with heterogeneous learner groups, and preservation methods. These studies had variable curricular timing, assessment methodologies, and outcomes. Many studies emphasize learner confidence, perceived realism, satisfaction, or immediate knowledge/performance. While data on delayed retention, workplace performance, clinical transfer, or patient outcomes were scarce. Several procedure-focused reports primarily establish feasibility or construct validity rather than educational superiority. Because this is a narrative review, the selected evidence was reviewed to support a curriculum-design argument, rather than learning outcomes or rank modalities. Accordingly, the literature supports selective use of fresh tissue when task fidelity is central, but not the broad replacement of formalin-fixed donors, and soft-preserved donors. Fresh tissue should therefore be implemented as a high-value, preservation-sensitive resource within multimodal curricula.

Future Directions

Future research should move beyond global endorsements of ‘realism’ and instead evaluate fresh tissue against explicitly defined competencies. Priority outcomes include objective performance, delayed retention, transfer to workplace or clinical performance, cost-effectiveness, donor-use efficiency, learner professionalism, and integration with imaging and debriefing. Equally important, future studies should specify which functional tissue properties were required for the task, report preservation and storage protocols clearly, and use multicenter or longitudinal designs where so that preservation choice becomes an evidence-based curricular decision rather than a local tradition.

Conclusion

Fresh tissue is a viable option for clinically oriented anatomy education when the competency being taught leans toward functional tissue behavior, tactile examination, or procedural handling. Curricula utilizing fresh tissue should be used selectively, and designed around authentic tasks, with opportunities for reflection, and elements of professional identity formation. Current evidence supports feasibility, learner value, and selected knowledge or performance benefits, but stronger evidence for long-term clinical transfer is still lacking.

Supplemental Material

Supplemental Material - Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications
sj-pdf-1-mde-10.1177_23821205261469935.pdf (61.5KB, pdf)

Supplemental Material for Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications by Punnose Kattil, MBBS, MD, JC Malsawmzuali, FadiW. Adel, Xiaoyu Ma and Wojciech Pawlina in Journal of Medical Education and Curricular Development

Acknowledgements

The authors gratefully acknowledge the invaluable expertise and support of Ellen M. Aaronson, MLIS, AHIP, Medical Librarian, Mayo Clinic Libraries. Her guidance was instrumental in the development and execution of the comprehensive literature search strategy that underpins this work.

Author Contributions: PK and JM contributed equally to this work and share first authorship. They contributed to the conceptualization and design of the review, literature analysis and synthesis, and drafting of the manuscript. PK led manuscript development and served as the corresponding author. JM prepared all figures included in the review. FWA and XM contributed to literature interpretation, manuscript development, and critical revision of the paper. WP provided senior oversight, conceptual guidance, and critical revision for important intellectual content. All authors reviewed and approved the final manuscript.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Supplemental Material: Supplemental material for this article is available online.

ORCID iDs

Punnose Kattil https://orcid.org/0000-0002-0444-6339

JC Malsawmzuali https://orcid.org/0000-0003-0613-2701

Fadi W. Adel https://orcid.org/0000-0003-2143-6826

Ethical Considerations

This article does not contain any studies with human or animal participants. There are no human participants in this article and informed consent is not required.

Data Availability Statement

No new datasets were generated or analyzed for this article. All information supporting this narrative review is contained in the published sources cited in the manuscript and, where applicable, the Supplementary Appendix describing the search strategy.*

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Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Supplementary Materials

Supplemental Material - Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications
sj-pdf-1-mde-10.1177_23821205261469935.pdf (61.5KB, pdf)

Supplemental Material for Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications by Punnose Kattil, MBBS, MD, JC Malsawmzuali, FadiW. Adel, Xiaoyu Ma and Wojciech Pawlina in Journal of Medical Education and Curricular Development

Data Availability Statement

No new datasets were generated or analyzed for this article. All information supporting this narrative review is contained in the published sources cited in the manuscript and, where applicable, the Supplementary Appendix describing the search strategy.*

Articles from Journal of Medical Education and Curricular Development are provided here courtesy of SAGE Publications

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