BackgroundThe use of cadaveric resources in anatomy teaching is believed to be unsurpassed up until now. Dissection has historically been the cornerstone of anatomy teaching and for long the only method available for students to appreciate spatial relationships within the complex body system. Over the last few decades, varying degrees of prosections have been included as a modality for learning anatomy as it is believed to be equally effective and more efficient in terms of cost and time compared to dissection (Pather, 2020). Yet, while cadaveric resources provide a rich environment for teaching anatomy, the educational environment is changing.Advances in technology, as well as practical constraints such as reductions in curricular time, increasing class sizes, rising costs, lack of trained anatomy faculty, and shortage of deceased donors, have led to the marginalization of dissection as a teaching/learning tool in the modern medical curriculum in many parts of the world (Ghosh, 2017). Furthermore, in some countries, cultural and ethical