Date Posted: July 24, 2026

Author/s: Grace Mendoza-Bardelosa, MD, FPDS, FPSAi

Background: The Covid-19 pandemic necessitated a shift from traditional cadaver dissection (CD) to virtual learning tools (VLT) in Gross Human Structural Biology (GHSB) education. This study investigates the efficacy of VLT in replacing CD by comparing practical exam scores before and after the transition. Existing literature presents conflicting views on CD versus VLT, yet lacks specific examination of their impact on exam scores among first-year medical students in the Philippines.

Methods: This retrospective cohort study analyzes exam scores of first-year medical students enrolled at the FEU-NRMF Institute of Medicine during the academic years 2018-2019 and 2020-2021. Data obtained from departmental records underwent descriptive statistics, independent sample t-tests, and chi-square tests. A sample size of 266 students was determined to compare average grades and passing rates between VLT and CD groups.

Results: Students in the CD group (n=133) exhibited significantly higher mean exam scores (84.27 ± 10.96) compared to the VLT group (n=133) (79.25 ± 11.79) (p<0.001). The passing rate for CD students (81.2%) surpassed that of VLT students (68.42%) (p=0.016).

Discussion: This study emphasizes the effectiveness of hands-on CD in enhancing learning outcomes, with CD students demonstrating higher scores and passing rates than VLT students. While VLT offers accessibility, its limitations in practical competency raise concerns for medical education. Integrating diverse teaching modalities is crucial for comprehensive learning outcomes.

Conclusion: This paper provides evidence supporting the irreplaceable value of hands- on CD in GHSB education. Educators must balance the use of VLT with hands-on experiences to improve student learning outcomes, particularly in the context of evolving challenges such as the Covid-19 pandemic.

Keywords: Cadaver dissection, virtual learning tools, gross human structural biology