Exploring how emerging technologies and shared resources are transforming anatomical education across species boundaries
Centuries of specialized anatomical education focused exclusively on human structures and systems.
Diverse anatomical education covering multiple species with unique structural variations.
Imagine a medical student in Tokyo carefully dissecting a human hand, while across the world, a veterinary student in Brazil explores the intricate anatomy of a horse's hoof. Though separated by geography and species, these students are united by a common foundation—the science of anatomy.
For centuries, human and veterinary medicine have operated in parallel silos, developing their own terminology, teaching methods, and specialized knowledge. Yet beneath these surface differences lies a remarkable truth: the fundamental challenges of anatomical education transcend species boundaries.
"Today, a quiet revolution is underway as educators recognize the tremendous potential for collaboration between these historically separate fields."
From shared digital resources to common assessment tools, human and veterinary medical programs are beginning to break down long-standing barriers. This collaboration comes at a critical time—both fields face shrinking curriculum hours, ethical concerns about cadaver use, and the need to integrate rapidly advancing technologies 3 5 . By joining forces, these disciplines are not only solving common problems but creating richer, more effective educational experiences that promise to benefit both human and animal health.
From Cadavers to Keyboards
The history of anatomy education reveals striking parallels between human and veterinary medicine. Both fields trace their origins to ancient practices of dissection, with human anatomy emerging in Alexandria around the 4th century BCE and veterinary anatomy following similar empirical traditions 3 .
| Challenge | Human Medicine | Veterinary Medicine |
|---|---|---|
| Specimen Access | Limited cadaver supply; ethical concerns | Multiple species; size variations; preservation issues |
| Curriculum Time | Reduced hours for dissection | Need to cover multiple species anatomies |
| Ethical Concerns | Cadaver sourcing, religious considerations | Animal welfare principles (3Rs) |
| Cognitive Load | Complex 3D relationships | Species-specific variations; comparative anatomy |
Veterinary educators have often led in developing approaches that accommodate diverse species anatomy 1 .
Human anatomy programs focus on professional identity formation through dissection experience 3 .
COVID-19 accelerated adoption of digital tools and remote learning strategies 5 .
A Shared Toolkit
The technological revolution in anatomy education has spawned an array of innovative tools that increasingly serve both human and veterinary fields. These resources address common learning challenges while accommodating the unique needs of each discipline.
Versatile solution for creating durable, customizable anatomical models across species 5 .
AI systems identifying bones from multiple species with 97.6% accuracy 6 .
Immersive learning experiences for understanding spatial relationships 6 .
| Technology | Application in Human Medicine | Application in Veterinary Medicine |
|---|---|---|
| 3D Printing | Organ models for surgical planning | Species-specific anatomical models |
| Virtual Reality | Immersive human cadaver dissection | Comparative anatomy across species |
| Augmented Reality | Anatomy visualization on mobile devices | Canine head anatomy applications |
| AI Assistants | Interactive quizzes and explanations | Bone identification across species |
Research has shown that these technologies significantly improve student engagement and learning experience, particularly in visual-heavy disciplines like anatomy 6 . The Asclepius AI Table, for instance, incorporates built-in digital instructors that respond to voice and text queries, providing guided anatomy exploration for both human and veterinary students 8 .
These digital tools offer unprecedented accessibility, allowing students to learn anatomy outside traditional laboratory settings. Mobile applications that work without internet connectivity make anatomical education more flexible and inclusive 6 .
A compelling example of innovation in anatomy education comes from a 2025 study conducted at the University of Sarajevo-Veterinary Faculty, where researchers designed and tested colorful 3D printed models for teaching neuroanatomy 5 .
This experiment exemplifies how solutions developed in veterinary education might benefit human medicine, and vice versa.
Traditional gypsum models of equine brains
Artec Eva 3D scanner with structured light technology
Artec Studio software for precise STL 3D models
FDM 3D printers with PLA material
Hand-painting with oil paints for color-coding
| Metric | Traditional Specimens Group | 3D Printed Models Group |
|---|---|---|
| Test Scores | Baseline | Significant improvement |
| Specimen Longevity | Limited (deterioration over time) | High (durable materials) |
| Student Satisfaction | Moderate | High (particularly for color-coding) |
| Accessibility | Limited to lab hours | Flexible use inside and outside lab |
| Recognition of Structures | Challenging in monochrome | Enhanced by color differentiation |
The research team addressed a universal problem in neuroanatomy education: the rapid deterioration of formalin-preserved brain specimens and their limited availability for hands-on student use.
When compared with two previous student cohorts who learned exclusively with traditional specimens, the group using 3D printed models showed significant improvement in neuroanatomy test scores.
Student feedback revealed particularly strong appreciation for the color-coded segments, which made different anatomical structures more recognizable than in monochrome preserved specimens 5 .
Bridging Terminology Divides
Perhaps the most fundamental barrier to collaboration between human and veterinary anatomy lies in terminology—the very language used to describe bodily structures. A revealing 2025 survey of veterinary students at Chungbuk National University in Korea explored this challenge directly .
The survey yielded fascinating insights into student perspectives. While first-year veterinary students were evenly divided on whether understanding terminological differences was valuable, senior students—who had clinical experience—overwhelmingly recognized the importance of these distinctions .
Percentage of students preferring English terminology over Korean
| Tool/Resource | Function | Example Applications |
|---|---|---|
| 3D Printed Models | Provide durable, customizable anatomical representations | Canine skulls for veterinary students; human organ complexes for medical students |
| Augmented Reality | Overlays digital information onto real-world views | Canine head anatomy apps; human musculoskeletal structure visualization |
| AI-Powered Systems | Offer instant identification and explanation of anatomical structures | Bone identification across species; interactive quiz generation |
| Digital Dissection Platforms | Enable virtual dissection without physical specimens | Canine abdominal dissection; human neuroanatomy exploration |
| Collaborative Wikis | Facilitate group learning and knowledge sharing | Canine abdomen dissection guides; human anatomy study groups |
| Prosection Videos | Demonstrate expert dissection techniques | Standardized cardiac dissection; surgical approach demonstrations |
A Convergent Pathway
The potential for collaboration between human and veterinary anatomy education extends far beyond simply sharing tools and technologies. The emerging paradigm emphasizes deep integration of knowledge, resources, and perspectives.
The Support Hub for Anatomy Research in Education (SHARE) at the Royal Veterinary College exemplifies this approach. Their initiatives include developing inclusive teaching practices that benefit diverse learners, creating resources covering both domestic and exotic species, and providing teaching opportunities for senior veterinary students 4 .
The integration of anatomy with clinical practice represents a shared goal. As Ghosh 3 argues for a "pragmatic approach" rooted in evidence-based anatomy, this perspective applies equally to both fields.
The concept of evidence-based anatomy, inspired by evidence-based medicine, uses robust research and clinical data to guide educational methods, enhancing anatomical learning and making it more applicable in real-world clinical contexts 3 .
Perhaps the most promising area for collaboration lies in addressing common cognitive challenges. Whether learning human or veterinary anatomy, students must master complex three-dimensional relationships, understand functional implications of structural differences, and develop the spatial reasoning skills essential for clinical practice.
Research into how students best overcome these challenges—such as studies showing that collaborative dissection through online wikis positively impacts learning 4 —benefits both fields.
The historical separation between human and veterinary anatomy education reflects deeper cultural and institutional divides between these fields. Yet as this article has demonstrated, a powerful convergence is underway—driven by common challenges, shared technologies, and a growing recognition of the value in collaboration.
More effective educational strategies informed by diverse experiences
Cost-effective resource development through shared tool creation
Enhanced preparation of students for interdisciplinary healthcare environments
"The future of anatomy education lies not in separate silos but in a collaborative ecosystem where innovations from veterinary education inform human medicine, and vice versa."
By embracing this integrated approach, educators can ensure that the next generation of healthcare professionals—whether treating humans or animals—will benefit from the richest possible understanding of anatomical science, drawing on the collective wisdom of both fields.