BEYOND CADAVERIC DISSECTION: A MULTIMODAL APPROACH TO POSTGRADUATE SHAREERA RACHANA EDUCATION IN AYURVEDA

Background: Shareera Rachana is one of the basic subjects through which an Ayurveda student begins to understand the structure of the human body. For generations, cadaveric dissection has been at the heart of anatomy learning. The experience of seeing, touching and tracing structures in a cadaver gives an understanding that is difficult to obtain from books alone. At the same time, the way anatomy can be studied today has changed considerably. CT and MRI images, ultrasonography, three-dimensional models, digital histology and virtual learning resources can now show the human body from different viewpoints. For a postgraduate scholar, exposure to some of these methods may add another dimension to the knowledge gained through dissection. Objective: To discuss how different methods of learning anatomy can be brought together in postgraduate Shareera Rachana education without losing the importance of cadaveric dissection and traditional methods of teaching. Materials and Methods: This narrative review was prepared by referring to published literature related to anatomy education, cadaveric dissection, radiological anatomy, three-dimensional learning, ultrasound and virtual anatomy education. These observations were considered from the point of view of postgraduate teaching and learning in Shareera Rachana. Discussion: No single method can show every aspect of the human body equally well. A cadaver allows a student to appreciate actual structures and their relationships, while imaging shows the body in the living state and in different sections. Surface anatomy connects deeper structures with the living body, while three-dimensional and digital resources may make certain difficult regions easier to visualise. Bringing these methods together may therefore make postgraduate anatomy learning more complete. The experience of teachers remains central to this process, because newer learning tools become useful only when they are placed in the right anatomical context by a knowledgeable teacher. Conclusion: Going beyond cadaveric dissection does not mean moving away from dissection. It means adding suitable learning experiences around it. A balanced combination of cadaveric study, living anatomy, imaging, microscopic anatomy and selected digital resources may help postgraduate scholars understand anatomy in a broader and more applied manner.