IntroductionTrends of doing away with dissection in anatomy are increasing worldwide for a variety of reasons. We have developed a strategy to redeem dissection by making it more purposeful and edit it to highlight clinical relevance using 90 structured dissection schedules and frequent in-course assessments. Materials and methodsThis strategy was tested by a longitudinal interventional study in medical undergraduates in the first year of preclinical phase. Out of 268 students, 134 were in a study group and the remaining 134 in a control group. Groups were similar in terms of age and sex composition and, prior academic performance. For the control group, dissection was performed using traditional methods and for the study group by the new strategy using 90 structured dissection schedules and weekly in-course assessments. Comparison of these groups was made in terms of their performance in three examinations spanning over one academic year. ResultsThe study group performed better than the control group in both written and oral/practical parts of the first term, preliminary examinations and university examinations, the difference being statistically significant.