Student satisfaction and acceptance has also been recorded: sellckchem a recent study by Fruhstorfer et al. [35] examines students’ views on the use of plastinated prosections for their anatomical learning. The majority of students (94%) rated plastinated prosections as a useful tool in anatomical training and appreciated the detailed view of relevant anatomy and the relations between structures. However, learning with plastinated prosections was perceived to be compromised because of limitations in terms of tactile and emotional experience.Conversely, some studies reveal that students who were trained only on prosection or plastination believe their anatomical knowledge to be misleading and ineffective [37].Lastly, a new method of embalming bodies named Thiel method is worth mentioning [38].

This technique, developed by the late Professor Walter Thiel at the University of Graz (Austria), is still not widely known and it needs careful procedures and dedicated structures [39�C41], but it looks promising to study in a more physiological and dynamic way the skeletal muscle system and it is reported to be one of the best training tools in the field of anatomical surgery [40, 41].2. ConclusionsIn an analysis of teaching and learning, it is necessary to examine the curriculum, the mode of teaching, the quality of how it is delivered, and the infrastructure within which it is delivered. We therefore strongly suggest anatomy to be integrated vertically into medical education so that students are exposed to anatomy teaching throughout undergraduate (preclinical and clinical), postgraduate, and later in professional training.

Modern digitalized methods of teaching anatomy are undoubtedly useful. However, body donation can still significantly benefit new medical students, and the dissection procedures should be reintegrated into medical training. Computer assisted learning, problem based learning, and newly developed techniques such as plastination should be used to enhance and support anatomical teaching and learning in medical education. We are confident that gross anatomy through dissection and prosection cannot be undermined in a modern medical curriculum, since it gives a 3D experience in real life that cannot be attained by the most advanced digital anatomy programs available.

The new digital tools and the new PBL and integrative teaching methods have to be ancillary and complement the gross anatomy education and the lecture experience; the modern teaching of anatomy Brefeldin_A encompasses these paths as well as the most advanced teaching and learning techniques that comprehend the most efficacious pedagogic methods proven to maximize the teacher activity and the learner performance [42�C44]. Conflict of InterestsThe authors declare that there is no conflict of interests regarding the publication of this paper.