Over the last decade, cadaveric dissection has been the focus of debate, regarding its value within the medical curriculum. Those against dissection cite, among other reasons, that dissection is overly time consuming and does not fit into the favoured team-based, case-based, or problem-based learning models. Further, alternative methods of learning anatomy (e.g., living anatomy, technology) have been incorporated into the lab as alternative for dissection. Newer medical schools are choosing not

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... to include dissection at all, in favour of introducing clinical skills much earlier. Current literature shows dissection is still very popular and preferred among surgeons as a training tool, while students acknowledge that it is important for their learning. Alternative methodologies have also been reportedly popular with students and additional value lies in their incorporation of clinical skills (e.g., patient interviews). Therefore, a compromise has been reached with the proposal of the Integrated Dissection and Clinical Skills (IDCS) approach. This method of teaching anatomy would incorporate various techniques in a manner that puts student learning first. It is intended as a middle ground that will maximise learning by fitting dissection into the modern curricula designs in a more dynamic and engaging manner.