Ruben Prasad Kamachi Christdoss, Rohini Punja, Dhiren Punja
Body donor dissection remains the cornerstone of anatomy education, while virtual platforms such as the Anatomage table are increasingly integrated into curricula. However, comparative studies often treat anatomical content as pedagogically uniform, overlooking differences in structural and spatial complexity. Two parallel randomized controlled trials were conducted among first-year medical students. Study 1 examined a low-complexity region (cubital fossa; n = 62), and Study 2 examined a high-complexity region (knee joint; n = 219). Students were randomized to body donor dissection, virtual instruction using the Anatomage table, or a blended combination of both. Knowledge acquisition was assessed using validated pre- and post-tests, and student perceptions were evaluated using a structured Likert-scale questionnaire. For the cubital fossa, body donor teaching produced significantly higher post-test scores than virtual instruction (p < 0.001) and numerically higher scores than blended teaching. For the knee joint, body donor and blended teaching yielded statistically comparable learning outcomes (p = 0.967), and both significantly outperformed virtual instruction alone (p < 0.05). Students preferred body donor-based learning for collaboration and instructor feedback, while virtual instruction increased interest and perceived material quality. These findings are suggestive of a pattern in which anatomical topic complexity may be associated with differential teaching method effectiveness. However, this study examined only two anatomical regions using short-term assessments, and findings should be considered exploratory and require confirmation through within-subjects longitudinal studies. Curriculum designers may nonetheless consider strategically deploying teaching methods based on content characteristics rather than adopting uniform approaches across all anatomy instruction.