Teaching Gross Anatomy in the AI Era: A Systematic Review of Traditional and Digital Modalities

Background: Gross anatomy learning by practicals remain central to medical schools’ however, evolving technologies and educational reforms have prompted substantial variation in instructional strategies for the upcoming generations. Objective: To review and synthesize evidence systematically, comparing traditional with digital and hybrid gross anatomy teaching modalities while keeping a focus on effectiveness, student learning outcomes, and curricular implications. Methods: A PRISMA-guided structured review was conducted using PubMed, Scopus, ERIC, and Google Scholar. Studies published between 2000–2024, involving undergraduate medical learners, were included. A total of 2,316 records were identified, screened, and narrowed to 62 eligible studies. Data extraction covered instructional modality, outcomes, assessment strategy, and methodological quality. A narrative synthesis was achieved. Results: Across the 62 studies included, cadaveric dissection consistently supported deep spatial understanding, professional identity formation, and emotional resilience. Prosection facilitated efficient, standardized instruction. Digital tools especially 3D visualization, VR, and AR enhanced conceptual understanding and accessibility but surely lacked tactile experience. Hybrid models combining dissection with digital platforms yielded the strongest and most consistent learning outcomes in most of the setups. Conclusion: In professing Anatomy no single modality seems sufficient due to magnitude of the subject. Hybrid, multimodal approaches are most effective for addressing diverse learner needs. Curricula needs to integrate digital tools while preserving cadaver based learning. Further standardized and longitudinal research is needed