Middle East Health speaks to Dr. Mange Manyama, Assistant Professor at Weill Cornell Medicine-Qatar, about the transformative impact of technology on anatomy education. From VR headsets and 3D Organon software to AI-powered simulations, Dr. Manyama explores how digital tools complement traditional cadaver dissection while enhancing student engagement, accessibility, and personalized learning.
Middle East Health: Could you please describe human anatomy in medical education?
Human anatomy is the study of the human body’s structures and systems, essential for understanding how organs, tissues, and cells function together. It is a foundational subject in medical and health sciences, crucial for diagnosing diseases, developing treatments, and advancing fields like surgery and biomedical research.
Middle East Health: How has technology in anatomy education evolved?
Traditionally, anatomy was taught using cadaver dissection and 2D imaging. In recent years, however, new technologies such as virtual reality (VR), augmented reality (AR), and 3D models have been introduced to teach anatomy, complementing and, in some cases, entirely replacing traditional methods in certain institutions.
Middle East Health: How effective are these technological tools?
Technological tools like VR and digital platforms have significantly enhanced the study of anatomy by addressing the limitations of traditional methods. While cadavers and 2D images are static and physically constrained, VR and tools like the anatomage table allow students to interact with and manipulate anatomical structures in a dynamic, immersive way. These tools enable multiple users to connect simultaneously, fostering collaboration among students and teachers. They are particularly effective for understanding complex areas such as the perineum, head, and neck, which can be challenging to study through 2D images or cadaveric dissection. With VR, students can explore structures layer by layer, label them, and gain a deeper understanding.
Additionally, these digital tools are accessible, so students do not have to be physically in the laboratory for a particular time–they can work from anywhere. Our students are provided with headsets and can access these tools anytime, even at home. This flexibility enhances learning efficiency and ensures continuous engagement with the material.
Middle East Health: What technological tools are available at WCM-Q and when were they implemented?
WCM-Q boasts a hi-tech Anatomage table, VR, AR, 3D models and simulations, and 3D printing, which allows the faculty to print and use a particular model for teaching.
The technology was first introduced at WCM-Q in 2017 with the Anatomage table, and VR was added two years later. WCM-Q has also procured enough headsets for each student. It is worth noting, however, that we haven’t moved away from the traditional methods of teaching anatomy—the two complement each other.
Middle East Health: How accurate and reliable are 3D anatomical models in representing actual human structures?
At WCM-Q, we utilize 3D Organon Anatomy software, a highly accurate digital tool that replicates anatomical structures with remarkable precision, closely mirroring what is found in the human body. While some students prefer learning through digital tools, others favor traditional cadaver dissection. For example, certain students find the physical aspects of cadaveric dissection—such as the sight of tissues and the strong smell of formaldehyde (formalin)—uncomfortable or overwhelming, making them more inclined toward digital alternatives. This flexibility allows students to choose the method that best suits their learning preferences and comfort levels.
However, with digital tools, one can manipulate structures, but there is no haptic feel like in cadaver dissection. For instance, a student can feel how hard or easy it is to make an incision. Therefore, students who want experience in a procedure-based field prefer cadaver dissection because it gives them a feel that digital tools cannot provide.
Middle East Health: Can you explain how VR, AR,3D models, and simulations enhance a student’s understanding of human anatomy?
These tools allow students to dissect virtually and discuss among themselves or with the instructor while looking at the same structure. In addition, some of these tools have functions whereby the instructor can track how the student is doing, provide individualized feedback for the learner, and create personalized tasks to meet each student’s needs. Students can also work in a comfortable environment since some are sensitive to the smell of formaldehyde.
These digital platforms have also improved student engagement and interactivity in the anatomy course; for instance, with VR, students are able to work collaboratively with headsets and their instructors.
Middle East Health: When WCM-Q integrated technology in anatomy teaching, how did educators adapt, and how did students respond?
Thanks to the support of leadership, the implementation process of the digital tools at WCM-Q was very smooth.
Faculty, staff, and students also embraced the technology quite early on. To keep up with the evolving technology, faculty and staff undertake courses or attend conferences, so they have been able to adapt easily.
Middle East Health: What challenges come with incorporating technology into anatomical education?
When it comes to digital tools, the challenge has been acquiring hardware and software that cater to all curriculum needs. For instance, with VR, you need hardware that meets the requirements of our comprehensive curriculum. Sometimes, the software only covers a specific area, which can be limiting.
Cadaver dissection has been the traditional method for teaching anatomy for many years, and some educators might hesitate to incorporate new methods. Most educators were, of course, trained using cadavers, so shifting to or integrating new approaches can be challenging. However, at WCM-Q, we are all willing to explore, embrace, and learn about new tools as they emerge.
Middle East Health: What emerging technologies do you think will shape the future of anatomical education?
Technology is evolving rapidly, and I believe Artificial Intelligence (AI) will be a game-changer in anatomy education. AIpowered visual tools have the capacity to generate materials tailored to individualized learning needs.
With AI-powered tools, technology will focus on bridging the gap between education and clinical practice by offering simulations that connect basic sciences with clinical applications. For example, students can virtually practice performing a specific surgery and experience haptic feedback, enhancing their learning experience.
Middle East Health: Do you think technology will replace cadaver-based learning?
I see this becoming a reality in the future, especially in the developed world. Things are evolving rapidly; for example, the Anatomage table now includes simulations for delivering a baby, understanding how the heart works, and interpreting electrocardiograms (ECGs)—features that were not available initially.
Currently, we are exploring Holodeck, a platform that generates images based on cadavers, enabling virtual cadaver dissection. Given this trend, technology may become the preferred approach for many, as running a cadaver laboratory is significantly more expensive compared to technology-based learning methods.
Dr. Mange Manyama, M.D., Ph.D.
Assistant Professor of Anatomy in Radiology
Weill Cornell Medicine-Qatar (WCM-Q)
“Embrace technology as a tool to overcome some of the
challenges posed by traditional teaching methods.”
Dr. Mange Manyama joined Weill Cornell Medicine-
Qatar (WCM-Q) in 2016 and currently holds
the position of assistant professor of anatomy in radiology, as well as course director for Essential Principles of Medicine-B.
Dr. Manyama is a recipient of WCM-Q’s Medical Education Research Grants Program 2025 and the principal investigator for a project titled ‘Development and Assessment of a 360° Video-Based Virtual Reality Application to Enhance Medical Students’ Preparation for
Initial Cadaver Dissection.’ He has received multiple research grants and has published extensively in peer reviewed journals.
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