Abstract
Anatomy teaching has perhaps the longest history of any component of formalised medical education. In this article we briefly consider the history of dissection, but also review the neglected topic of the history of the use of living anatomy. The current debates about the advantages and disadvantages of cadavers, prosection versus dissection, and the use of living anatomy and radiology instead of cadavers are discussed. Future prospects are considered, along with some of the factors that might inhibit change.
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