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Anatomy e‐learning and virtual dissection as aids to achieving learning outcomes in a self‐directed‐learning focused graduate entry medical school in Ireland

Traditionally, anatomy has been taught didactically and predominantly with the use of cadavers. However, with the introduction of graduate entry medical programmes of shorter duration and the ever increasing need for space, didactic teaching and dissecting facilities are often sacrificed and novel teaching modalities and technologies have been introduced in their place. The relatively recent development of interactive 3D learning technologies to complement anatomy learning has been rapid, and current research in this area is active. However, the literature has yet to establish whether or not there is definitive evidence to support the benefits and limitations of virtual dissection.